The Impact of IMC on Advertising and Public Relations Education

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.

Integration of Advertising and Public Relations Curricula: A 2005 Status Report of Educator Perceptions

“…The first variable comprised four items measuring the attitudes toward the effects of integrated programs: (1) "provides students a superficial grasp of the subject matter," (reversed), (2) "provides students a well-rounded education," (3) "reflects the changes in our profession," and (4) "prepares students to succeed in their careers . "…”

“…This variable was measured using a summated index of two items as to whether an integrated program is: (1) "too new to know how well it works," (reversed) and (2) "is a way for programs to handle budget shortfalls" (reversed). These items added 20.3% to the 71.7% of variance explained in attitudes toward integrated programs.…”

“…Both groups recognized that advertising and PR students lack some skills employers want as they enter the job market. 2 By building on the research of Griffin and Pasadeos, this study will provide an updated status report of integration in advertising and public relations education. Do strategic communication and integration appear to be passing or growing trends?…”

Integrated Marketing Communication

“…The first study on IMC was conducted by Caywood, Schultz, and Wang (1991b) at the end of the 1980s, while the first ''conceptual ideas'' were published in the book ''Integrated Marketing Communications'' by Schultz, Tannenbaum, and Lauterborn (1993). IMC advocates believe that its emergence was down to the context of media upheaval of that time, for example, digital TV and mobile phones, market environments, that is, increasing global competition and rapid technological developments, such as the personal computer (Kliatchko, 2005;Reid, 2003;Eagle and Kitchen, 2000;Griffin and Pasadeos, 1998;Bruhn, 1997Bruhn, /1998Hutton, 1996).…”

Public Relations as a Profession An Analysis of Curricular Content in the United States

“…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.…”