The future of PR education: Some recommendations

Kruckeberg, Dean

doi:10.1016/s0363-8111(99)80053-8

Cited by 36 publications

(23 citation statements)

References 4 publications

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“…None of the Ethiopian universities and colleges are offering public relations as its own field of studies with the exceptions of few Copyright © IAARR, 2006-2017 courses within language, and journalism and communication studies. However, Kruckeberg (1998) asserted that public relations is a professional occupation which requires specialized professional education. Scholars such as J.…”

Section: Figure 1: Public Relation and Related Disciplines Public Relmentioning

confidence: 99%

The practices and challenges of public relations within two Ethiopian Towns: Harar and Dire Dawa

Geremew¹

2017

Afr. Res. Rev.

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This paper examined the practices and challenges of public relations within two government organizations in Ethiopian towns. It assessed the roles and functions of public relations within the organizations in Harar and Dire Dawa towns, pertinent to the contemporary global views of the practices of public relations. The paper observed that the issues of public relations is still at its pre-historic stage which deals with propaganda, publicity, and manipulation. This is seen as a serious problem been practiced by employees of the public relations organizations. The paper is based on quantitative data generated through an introspective Likert-Scale questionnaire. The respondents in the study were selected using simple random sampling technique. A descriptive data analysis of the practices and challenges of the public relations was used to communicate the findings of the study. The paper revealed that the practice of public relations in the towns under study is very deprived and highly challenging for effective

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Section: Figure 1: Public Relation and Related Disciplines Public Relmentioning

confidence: 99%

The practices and challenges of public relations within two Ethiopian Towns: Harar and Dire Dawa

Geremew¹

2017

Afr. Res. Rev.

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“…In Wright and Turk's (2007) words, " [S]pecialized educational preparation-education that provides the technical and managerial knowledge skills needed in a particular profession-clearly is a hallmark of professionalism (p. 576). In this light, Kruckeberg (1998) argued that PR as a professional occupation required professional education, whereas Grunig and Grunig (1991) said that academic preparation of PR practitioners is one of the characteristics of excellent PR departments.…”

Section: Introductionmentioning

confidence: 99%

“…The PR profession was born in the Western hemisphere, and, even though the American dominance is fading these days (McKie & Munshi, 2007), the countries with a developing stage of public relations still look to the United States for guidance in research and teaching (Azarova, 2003). By the same token, Kruckeberg (1998), speculating about tasks of the Commission on Public Relations Education, argued that educational institutions throughout the world might find value in the Commission's recommendations and even voluntarily comply with them.…”

Section: Introductionmentioning

confidence: 99%

University teachers’ perceptions and evaluations of ethics instruction in the public relations curriculum

Erzikova¹

2010

Public Relations Review

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This study examined the present state of teaching ethics in university public relations departments in the U.S. and abroad. The results indicated that public relations teachers perceived ethics instruction in public relations education to be essential, and they believed in a close tie between general morality and professional ethics. However, as the results of a quantitative survey suggested, foreign participants believed that ethics instruction helps students make right choices on the job less so than did participants who were born and teach in the U.S. A series of qualitative interviews with communication teachers in Western European universities revealed that the foreign teachers did not perceive themselves as direct contributors to the public relations industry. Instead, they saw themselves as individuals who are responsible for general liberal education of the youth, not specialized training.Multiple regression analysis of a number of respondents' demographics showed that the higher the participants' rank, the less favorable attitude they held toward the value of ethics education to students. This result is a subject of a future investigation.The majority of participants recognized ethics instruction incorporated in courses throughout the PR curriculum as the most valuable format of ethics instruction delivery. The most used pedagogies-teacher lectures, case studies, and group discussion-appeared to be the most effective approaches, whereas the most used resources in teaching ethics-textbooks, trade magazine articles, and newspaper or magazine stories-were perceived as the most effective material in teaching ethics.

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“…A decade ago Kruckeberg (1998) called CM practitioners and educators 'timid' in defining and protecting their professional domain and concluded that the lack of consensus regarding CM education was therefore unsurprising. He further argued that an abiding difficulty for the CM industry has been the inability to shake off the perception of being a sub-set of other industries such as journalism and marketing.…”

Section: Discussionmentioning

confidence: 99%

“…This appears to be particularly true of the CM industry, where there is a paucity of empirical research identifying the skills and personal attributes required for competent practice. Furthermore, there is a lack of agreement within CM about the roles and the underlying competencies needed to be effective (Berkowitz and Hristodoulakis 1999; DTI and IPR 2003;Kruckeberg 1998;Mackey 2003). This paper addresses such concerns, and reports the results of a study to identify the competencies required for professional CM performance.…”

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confidence: 99%

Developing a framework for communication management competencies

Jeffrey

Brunton

2011

Journal of Vocational Education & Training

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Using a hierarchical needs assessment model developed by Hunt we identified the essential competencies of communication management practitioners for the purpose of curriculum development and selection. We found that the underlying values of the profession were embodied in two superordinate goals. Six major competencies were identified, which were defined by further sub-competencies. In addition, four main personal attributes were rated as important to professional performance. While we found high levels of agreement between practitioners and academics, there was a difference in opinion about the importance of the competency external interface management and this has implications for changing the focus of tertiary curricula.The drive to both maintain competitiveness and to meet marketplace expectations using the strategic management of communication is a feature of the international workplace. In the complex and dynamic commercial environment of the early twentyfirst century, this drive includes the imperatives to both acquire and develop competent communication management (CM) professionals. Whether organisations are intent on acquiring or developing proficient CM practitioners, the ability to achieve these aims rests on the identification of relevant competencies and aptitudes. However, it appears that identifying and measuring such competencies is oftentimes an inexact science, with a tendency to use idiosyncratic, ad hoc procedures, rather than systematically deriving them. This appears to be particularly true of the CM industry, where there is a paucity of empirical research identifying the skills and personal attributes required for competent practice. Furthermore, there is a lack of agreement within CM about the roles and the underlying competencies needed to be effective (Berkowitz and Hristodoulakis 1999; DTI and IPR 2003;Kruckeberg 1998;Mackey 2003). This paper addresses such concerns, and reports the results of a study to identify the competencies required for professional CM performance.The clear specification of an industry-wide competency framework based on research has several advantages. It provides the basis of curricula for tertiary education and training, a job profile for recruiting, and a mechanism for both evaluating and improving workplace performance. Another major benefit of the identification of *Corresponding author.

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The future of PR education: Some recommendations

Cited by 36 publications

References 4 publications

The practices and challenges of public relations within two Ethiopian Towns: Harar and Dire Dawa

The practices and challenges of public relations within two Ethiopian Towns: Harar and Dire Dawa

University teachers’ perceptions and evaluations of ethics instruction in the public relations curriculum

Developing a framework for communication management competencies

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