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Descriptors:
Law Enforcement; Police Education; Public Relations; Courses; Mass Media; Communication Skills; Interpersonal Communication; Ethics; Transfer of Training; Problem Based Learning; Case Studies; Student Evaluation; Educational Needs; Surveys; Questionnaires; Tests

Abstract:
This communication project provides an overview of public relations as seen through the communication arts. It is specifically focused to give law enforcement officers a general review of the practice of public relations, communication basics, and an understanding of the media. This course also provides the facilitator with multiple tools for assessing transfer of knowledge on the subject. The course has a pre-course assessment designed so as not only to stimulate trainee interest on the subject, but also as a tool to gauge the importance of future communication training on the group. Additionally, this course approaches the transfer of knowledge based on important aspects of problem-based learning by having the trainees submit a completed case study assessment. The following are appended: (1) Training Plan Approval; (2) Training Needs Survey; (3) Background Questionnaire & PBL Case Study; (4) Student Course Guide; (5) Final Exam; (6) Syllabus & Rubric; and (7) References. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Foreign Countries; Longitudinal Studies; Public Relations; Second Language Learning; Foreign Students; Citations (References); Graduate Students; Asians; Business Education; Technology Education; Writing (Composition); Verbs; Discourse Analysis; Teaching Methods; Majors (Students)

Abstract:
It is widely accepted that learning to use sources is difficult, especially for international postgraduate students, but to date, few longitudinal studies have been carried out in this area. Therefore, this two-year UK-based study aims to help fill this gap by examining the source use of three Chinese postgraduate students of business, technology and public relations. Data was gathered over four iterations through a Pre-Master's EAP programme and subsequent Master's degree, in order to investigate the development of source use on both EAP and Master's programmes. Four features of source use in the assignments--citation, paraphrasing, reporting verbs and attribution--were analysed over the period. Analysis of the results shows that participants started at different points, progressed differently, and did not all reach a competent level. Participants also developed some individual strategies in their source use, such as relying on a small range of features, over-citation and copying sections of attributed text, especially internet sources. The findings offer an insight into student practices and suggest the need for greater and more continuous pedagogical support to enable students to achieve competence in source use. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Environment; School Holding Power; Interpersonal Relationship; Foreign Countries; Electronic Learning; Distance Education; Online Courses; Web Sites; Electronic Publishing; Social Networks; Internet; Web 2.0 Technologies; Student Motivation; Teacher Student Relationship; Story Telling; Educational Technology; Vocational Education; Communities of Practice; Nonformal Education; Marketing; Public Relations; Computer Mediated Communication; Media Literacy; Architecture; Computer Oriented Programs

Abstract:
As web applications play a vital role in our society, social media has emerged as an important tool in the creation and exchange of user-generated content and social interaction. The benefits of these services have entered in the educational areas to become new means by which scholars communicate, collaborate and teach. Social Media and the New Academic Environment: Pedagogical Challenges provides relevant theoretical frameworks and the latest research on social media the challenges in the educational context. This book is essential for professionals aiming to improve their understanding of social media at different levels of education as well as researchers in the fields of e-learning, educational science and information and communication sciences and much more. Contents include: (1) Future Learning Spaces: The Potential and Practice of Learning 2.0 in Higher Education (Charlotte Holland and Miriam Judge); (2) How Social Design Influences Student Retention and Self-Motivation in Online Learning Environments (Derek E. Baird and Mercedes Fisher); (3) Student-Faculty Communication on Facebook: Prospective Learning Enhancement and Boundaries (Laurentiu Soitu and Laura Paulet-Crainiceanu); (4) Integrating Mobile Learning, Digital Storytelling and Social Media in Vocational Learning (Miikka Eriksson, Pauliina Tuomi, and Hanna Vuojarvi); (5) Enhancing Social Presence and Communities of Practice in Distance Education Courses through Social Media (Lori B. Holcomb and Matthew Kruger-Ross); (6) Framing Non-Formal Education through CSR 2.0 (Bogdan Patrut, Monica Patrut, and Camelia Cmeciu); (7) Social Media Audit and Analytics: Exercises for Marketing and Public Relations Courses (Ana Adi); (8) Functions of Social Media in Higher Education: A Case Study (Violeta Maria Serbu); (9) A User's Perspective on Academic Blogging: Case Study on a Romanian Group of Students (Mihai Deac and Ioan Hosu); (10) Uses and Implementation of Social Media at University: The Case of Schools of Communication in Spain (Maria-Jesus Diaz-Gonzalez, Natalia Quintas Froufe, Almudena Gonzalez del Valle Brena, and Francesc Pumarola); (11) Web Use in Public Relations Education: A Portuguese Example (Sonia Pedro Sebastiao); (12) Social Media Usage among University Students in Malaysia (Norsiah Abdul Hamid, Mohd Sobhi Ishak, Syamsul Anuar Ismail, and Siti Syamsul Nurin Mohmad Yazam); (13) Social Media and other Web 2.0 Technologies as Communication Channels in a Cross-Cultural, Web-Based Professional Communication Project (Pavel Zemliansky and Olena Goroshko); (14) E-Learning Records: Are There Any to Manage? If so, How? (Luciana Duranti and Elizabeth Shaffer); (15) The Influence of Twitter on the Academic Environment (Martin Ebner); (16) Academic Perspectives on Microblogging (Gabriela Grosseck, Carmen Holotescu and Bogdan Patrut); (17) The Impact of Social Media on Scholarly Practices in Higher Education: Online Engagement and ICTs Appropriation in Senior, Young, and Doctoral Researchers (Antonella Esposito); (18) Digital Literacy for Effective Communication in the New Academic Environment: The Educational Blogs (Ruxandra Vasilescu, Manuela Epure and Nadia Florea); (19) Implementation of Augmented Reality in "3.0 Learning" Methodology: Case Studies with Students of Architecture Degree (Ernest Redondo, Isidro Navarro, Albert Sanchez and David Fonseca); and (20) Digital Social Media Detox (DSMD): Responding to a Culture of Interconnectivity (Theresa Renee White). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Design; Electronic Learning; Distance Education; Internet; Online Courses; Bilingual Teachers; Marketing; Strategic Planning; Program Administration; Educational Objectives; Communities of Practice; Discourse Communities; Disabilities; Public Relations; Web Sites; Sustainability; Open Education; Universities; Access to Education; Social Networks

Abstract:
Developments in online learning and its design are areas that continue to grow in order to enhance students' learning environments and experiences. However, in the implementation of new technologies, the importance of properly and fairly overseeing these courses is often undervalued. "Project Management Approaches for Online Learning Design" boldly focuses on this unique area of virtual learning by adopting a theoretical point of view and discussing the planning, organizing, securing and managing of resources to bring about the successful completion of online learning goals and objectives. This reference source brings together project management based approaches with an exclusive focus on each online learning design project. Contents include: (1) Project Management-Based Design for Online Learning (Gulsun Eby and T. Volkan Yuzer); (2) eLearning Project Management for Innovation Management: Team Project-Based eLearning and Assessment at the IT Institute (Niki Lambropoulos, Alain Gourdin, Marcella Soamiadana, Sophi Danis, and Aneesha Bakharia); (3) Online Freedom (Simber Atay); (4) Using an Evolving Electronic Stylebook as a Touchstone for Online Learning Project Management (Shalin Hai-Jew); (5) Managing and Cultivating Professional Online Learning Communities: Three Cases (Anne L. Scott, Helen Butler, and Millie Olcay); (6) Project Management for a University-Sponsored Online High School: An Evaluation of the First Year of Implementation (Bryce L. Walker and Nicholas D. Hartlep); (7) Accessibility Implementation for Disabled Students in PMBOLD Environments (Henry C. Alphin); (8) The "Online Teaching, Design, and Development" Course: Supporting K-State Faculty in E-Learning and Instructional Design on the Axio[TM] Learning/Course Management System (A Case Study) (Shalin Hai-Jew); (9) Training of Avatar Moderator in Sliding Mode Control Environment for Virtual Project Management (Vardan Mkrttchian and Galina Stephanova); (10) Using Public Relations Process in Setting up Websites: A Model Proposal for Open and Distance Education Universities (Berrin Ozkanal); (11) Managing Quality in Online Education (Teresa L. Coffman and Mary Beth Klinger); (12) Cost Estimation in E-Learning Design Project Management (Mediha Tezcan); (13)Strategic Planning for Online Learning (Figen Kilic); (14) Through the Looking Glass to Ourselves: Developing Self-Understanding in the Online Multicultural and Bilingual Teacher Education Classroom (Gwen Stowers, Kenneth Fasching-Varner, Mark Brimhall-Vargas, and Christine Clark); (15) Managing the Ecology and Sustainability of Online Learning Environments (Mirac Banu Gundogan); (16) Managing an E-Marketing Plan for an Online Learning Curriculum (Shalin Hai-Jew); and (17) Interface for Interaction and Knowledge Building on the Web: A Look at the Educational Curriculum and the Social Network of the Systematic Learning Group (Neli Maria Mengalli and Nuria Pons Vilardell Camas). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Stakeholders; Foreign Countries; Industry; Public Relations; Foreign Students; International Education; Intellectual Disciplines; Scholarship; Curriculum; Outcomes of Education; Ethnocentrism; Teaching Methods; Educational Change

Abstract:
This article investigates the internationalization of public relations education, by examining public relations education in Australia, its relation with the public relations industry, and its growth in response to international student- and market-led demand. The discussion highlights the tensions within what is essentially an education project driven in part by stakeholders seeking to professionalize the industry and in part by university staff seeking academic legitimacy and disciplinary status for public relations within a rapidly changing higher education sector. Tensions between the local, national, and global contexts of higher education, and academic, industry and market factors are evident. In particular, the process of developing an internationalized curriculum exposes the narrow disciplinarity and weak theoretical foundations of a field, which emerged out of industry practice and is strongly influenced by U.S. scholarship. It is concluded that internationalization of the public relations curriculum offers scholars the possibility to address the ethnocentric values and narratives of their discipline and improve learning outcomes for students. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Best Practices; Public Relations; Search Engines; Readiness; Definitions; Trend Analysis; Knowledge Level; Technological Literacy; Online Surveys; Student Surveys; Primary Sources; Familiarity; Search Strategies

Abstract:
Enough evidence is available to support the idea that public relations professionals must possess search engine optimization (SEO) skills to assist clients in a full-service capacity; however, little research exists on how much college students know about the tactic and best practices for incorporating SEO into course curriculum. Furthermore, much of the literature on the topic is in trade publications and blogs rather than scholarly journals. To fill this void, this study has two primary objectives. First, it seeks to shed light on definitions, trends, and current practices relating to the use of SEO in public relations. Second, the study seeks to learn how much students know about SEO and where they acquired their knowledge. Educators can incorporate this information into curricula to help students remain current with the profession. Study findings are informative not only for PR professors who are considering adding SEO elements to courses but also for PR professionals who want to learn more about the topic. (Contains 7 tables and 28 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Content Analysis; Public Relations; Longitudinal Studies; Masters Programs; Educational Change; Educational Development; Research Reports; College Programs; Curriculum Evaluation; Academic Standards; Models; Alignment (Education); Change Strategies; Planning Commissions

Abstract:
This longitudinal content analysis study uses the Commission on Public Relations Education's 2006 report as a benchmark to determine whether master's education in public relations has evolved over the past decade. Findings show a lack of uniformity across the 75 programs studied. In addition, there is a lack of adherence to the Commission on Public Relations Education's recommended content areas. The authors theorize that the variety of academic homes and titles partly explains the lack of uniformity. But also graduate public relations curricula may lack standardization because of different models. (Contains 4 tables and 39 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Majors (Students); Cheating; Ethics; Biographies; Public Relations; College Students; Citations (References); Credibility; Standards; Student Attitudes; Peer Influence; Surveys; Teaching Methods

Abstract:
Students cheat. For the field of public relations, which continually struggles for credibility, the issue of student cheating should be paramount, as the unethical students of today become tomorrow's practitioners. Through a survey of 170 public relations majors, this study examined the importance students place on the Public Relations Society of America Code of Ethics, the extent to which they cheat, and the types of cheating behaviors in which they participate. Results of the study indicated cause for concern as close to 80 percent of students admitted to cheating. Moreover, the extent to which students cheated was significantly related to the number of their friends and close acquaintances whom they perceived as engaging in such behaviors. (Contains 2 tables and 48 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Majors (Students); Mass Media; Personality; Personality Traits; Differences; News Media; Public Relations; Advertising; Collegiality; Cooperation; Efficiency; Reliability; Undergraduate Students; Creative Thinking; Extraversion Introversion; Student Surveys; Comparative Analysis

Abstract:
A study of news media and strategic communication majors (n = 273) revealed differences in regard to personality indices and impetuses for selecting to pursue degrees. Showing overall agreement in the importance of openness, agreeableness, and conscientiousness, strategic communication students were significantly higher in their ratings of agreeableness. News media students were significantly higher in their ratings of openness. In addition, news media students stated a significantly higher rating of the importance of altruistic purposes. Strategic communication students placed higher emphasis on financial gain. Implications for pedagogy and the profession are discussed. (Contains 2 tables and 39 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Attitudes; Teaching (Occupation); Teacher Morale; Educational Environment; School Culture; Principals; Middle Schools; Criticism; Teacher Administrator Relationship; Teacher Welfare; School Community Relationship; Public Relations; School Attitudes; Leadership Effectiveness; Negative Attitudes

Abstract:
Laura Dannon, an educator with experience as teacher, assistant principal, and principal, enjoys her profession. Faculty camaraderie and student/teacher busyness at her school have led her to think all is well. A sudden outburst by a new teacher causes her to reflect on what is really happening. What has changed? Have media criticism, movements against education, attacks on teacher unions, criticisms of college education teacher preparation programs, and a severe economic downturn created an environment in which she needs to rethink her priorities? How does one lead amid criticism, crisis, and disrespect? How can one be a successful leader at the micro level when the broader narrative is dominated by negativism and perceptions of failure? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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