2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
Departing from Advertising to Integrated Marketing
Communication: A Study of the Current Needs of the Creative
Industries in Singapore
Dr. Katherine Toland Frith, Nanyang Technological University, Singapore
Mr. James Chen, Nanyang Technological University, Singapore
Mr. Malcolm Chung, Institute of Technical Education, Singapore
ABSTRACT
Due to emergence of integrated marketing communication or IMC, there is a need to reexamine
advertising curriculum. Advertisers of the modern day are not expected only to do their jobs well.
Instead, the onus is on them to provide seamless communications solutions for their respective
clients.
Advertising today is not what it was in the past, whereby it was just a standalone component. With
the advert of new media and growing market needs, marketing communications now includes the
integration of advertising and public relations elements, across a variety of media. As such,
advertisers do not just need to contend with competitors from their industry, but they also have to
fight with media planning as well as public relations firms for a slice of the revenues. The need to
integrate can be seen from the mergers and acquisitions taking place in the industry to form
conglomerates such as the WPP group.
With the shifts in the industry, it is essential that an examination be done to ensure that the current
education curricular is able to keep with the ever-changing needs of the advertising industry. For
the purpose of the study, an in-depth analysis was conducted to examine the current education
curricular and whether they are relevant to keep up with the current and future industry needs. A
questionnaire was conducted involving educationalists as well as practitioners within Singapore.
The study served as a springboard to a more exhaustive study in the advertising industry within
Singapore as well as in comparison over a cross-section of countries in Asia, providing an insight
into trends and the different factors in relation to the advertising industry within the country.
INTRODUCTION
Integrated marketing communications (IMC) is a strategic business process used to plan, develop, execute
and evaluate coordinated measurable, persuasive brand communication programs over time with consumers,
customers, prospects, and other targeted, relevant external and internal audiences (Schultz and Kitchen 2000). IMC
is no doubt one of the most debated and controversial topics in Business and Mass Communication field, both from
an educational perspective and from its practical application. Advertising and Public Relations students also often
ask themselves whether they are adequately prepared for employment after they graduate. The two industries are
often vocal in asserting that educators are not doing enough to train the future communicators for their jobs. Critics
have also point out that there is a growing trend for advertising industries to introduce IMC in their curriculum to
bridge the differences between the two industries.
In concept, IMC suggests that advertising and PR efforts will be greatest when coupled with other
marketing elements such as sales promotions and direct marketing to communicate with the consumers through
multiple channels (Griffin and Pasadeos 1998). In practice, IMC rejects mass media strategies used in the past due to
the increasing segmented audiences. (Schultz, Tannenbaurn and Lauterborn 1993). Although some critics insist that
IMC is the new framework that educationist should use to redraw their course syllabus, other critics however
rebutted that an IMC based curriculum will instead undermine the educator’s ability to provide in-depth teachings
and this will in turn create the situation where students are not trained adequately for their future career. (Griffin and
Pasadeos 1998).
June 24-26, 2007
Oxford University, UK
1
2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
Through a survey of Singapore advertising a professionals, this study explores how higher institution can
revamp their curriculum to bridge the needs of the advertising industry due to the emergence of IMC.
The Increase in Importance of IMC
As the marketplace changes from manufacturer-orientation and distributor orientation to customerorientation, marketing concepts has permeated every aspects of business. (Kitchen 2003a, 2003b). This huge change
has also led to a great evolution on the roles and functions of marketing communications. Kitchen and Schultz
(1999) state that consumers are gaining control of the four systems namely, “digitization, information technology,
intellectual property and communication systems” which are the building blocks driving changes in the market
place. This lead to “demassification” of the population or splintering of the mass market into specialized groups
according to their demographics, psychographics and other variables (Harris 1993). Businesses need to turn to a
new communication system spearheaded by IMC in order to reach and communicate with customers effectively
(Kitchen and Schultz 1999). Within the multiple channels used for IMC approach, there is also a need for marketers
to “speak with one voice not only to consumers but also to those who influence their purchase decision” (Harris
1993).
It is agreed across the board that IMC is a “strategic joining of communication functions” used by
marketers. The major marketing communication functions when used in concerted effort yield a greater result then
using separate marketing mediums with its own targets, message strategy and media schedule and timing (Duncan
and Everett 1993). This dynamism through message integration is usually referred as synergy (Griffin and Pasadeos
1998). Four main factors contribute to the emergence of IMC. Firstly, agency mergers combined with the emphasis
on niche marketing have reduced the need for clients to turn to multiple specialty (Kallish, 1990). Next, there is also
an increased emphasis on bottom-line profits has spurred agencies to add functions. Rose and Miller (1993)
highlight that in smaller markets, where few agencies must meet all the demands of a client communication needs,
advertising and public relations professionals are already engaging in multiple tasks that blur the lines between the
two fields. This proliferation of small multipurpose agencies in smaller markets also increased the emergence of
IMC (Schultz, 1991) Lastly, there is also a perceived need on the part of clients to integrate communications to
achieve better results. (Kirk, 1991).
Criticisms on IMC
There are many criticisms since the emergence of IMC. Wrightman (1999) suggests that “IMC is only an
excuse for advertising agencies to engulf public relations in order to deal with reduction in client budget for mass
communication.” However, Miller and Rose (1994) research showed that public relations professionals must support
integrated marketing communications as it has became a reality and necessity.
There also academics who do feel that IMC is basically “old wine in a new wine bottle”. Spotts et al (1998)
claimed that “the bulk of the IMC literature is a development parallel to marketing which misrepresents marketing,
and reinvents and renames existing concepts”. Novelli (1989-90) however states that "IMC is clearly in the best
interests of the client... the synergy that results from genuine integration can help clients" both in "cost savings" and
"a gain in effectiveness from the concentration of power that results". Another criticism on IMC is that IMC
programme lacks measurement. Schultz & Kitchen (2000) argues that many marketing activities also cannot be
measured; therefore measurement is not only the problem of IMC but all marketing and marketing communication
activities.
IMC: Its Effects on Advertising Education
Brody (1991) states that employers want corresponding changes in the way students are prepared for work
environment. Many see the problems with advertising and public relations education but are able to relate what
changes are needed. Brody (1985) also states that "dissatisfaction on the part of practicing professionals with the
product of contemporary curricula is well-established and does not appear to be letting up" (p.9). These remarks
although highlight the perceived "misalignment" between education and professional expectations, seem to leave
room for educators to evaluate and address the problem. Some educators also express concern that the merging of
advertising and public relations with business/marketing coursework will ultimately impair students' ability to
become fluent in any single discipline (Acheson 1993).
The greatest difficulty in the advertising education is that there are so many changes in the industry with it
been constantly redefined, re-mediated, and reassessed by the market and culture at large. Educators need to
June 24-26, 2007
Oxford University, UK
2
2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
constantly redefine and assess their expertise and approach to the field due to the fundamental shifts. In the best
scenario, this element may encourage phenomenal innovation and growth of knowledge. However in the worst case,
such changes may also lead to confusion, mediocrity in teaching and research, and a professorial cohort losing their
common vision of the field (Department of Advertising Faculty, the University of Texas by Austin, 2000).
Business and mass communication departments also have the problems of housing either advertising or
public relations discipline in their schools, "The truth of the situation is that public relations and advertising really
fall halfway between mass communications and business/marketing but are fully neither" (Falb, 1992, p.100) and
"advertising and public relations curriculums have ended up either in mass communications/journalism or business
by default" (p.98). Many departments devoted to the teaching and research of these two disciplines have already, or
are currently being, combined to represent the interrelationship between the fields and/or to more effectively utilize
the talents and services of the respective faculty. Industry professionals are usually receptive, recommending that
"these two major areas must work closer together for the student's sake" (Ross, 1973, p.21). Rose & Miller (1993)
also state that there is also evidence that IMC finds stronger opposition among PR practioners and faculty than
among their advertising counterparts. Many in public relations feel that their discipline “does not belong to the
marketing function but of a broader entity” that cannot be summarized by IMC.
Research Questions
To investigate the attitudes and perceptions of advertising practitioners in Singapore, the following research
questions were generated:
RQ1: What are the current education needs of advertising curricular in Singapore?
RQ2: What are the future education needs of advertising curricular in Singapore?
METHODOLOGY
The methodology used in this study was a quantitative survey. The survey was designed and conducted with
Singapore advertising industry people in both the creative and non-creative fields. Those in the creative departments
included copywriters, designers, art directors, producers and creative directors. Practitioners classified as “noncreative”, were comprised of professionals in client servicing, media planning and research.
Questionnaire development
The questionnaire was based on a study done by (Chang 2000) on the Communication Education and
Media Needs in Singapore. Within the survey included sections on advertising and public relations education. These
two sections were integrated, as according to the review of literature, scholars such as Falb (1992) have stated the
need for advertising and public relations to merge, in order to remain relevant with the changes in the industry
landscape. The areas that were overlapping were then merged to prevent repetitions. The survey was then pre-tested
through a pilot study. Based on the findings of the pre-test, the questionnaire edited and was subsequently
distributed to 69 respondents. In the first part of the questionnaire, we asked the respondents about their professional
and educational demographics. The second part of the questionnaire included a 5-point Likert scale that was used to
measure their attitudes towards the current and future education requirements needed by aspiring entrants into the
advertising industry. Current education requirements were defined as within a 1-year time frame, whereas future
education requirements were operationalized as within a 3-year time horizion.
Sampling of respondents
The respondents included Singaporeans and foreigners who worked in the Singapore advertising industry.
A snowball sampling approach was utilized based to gain access to practitioners within the advertising industry.
According to Wimmer & Dominick (2000), the snowball sampling method is useful in gaining access to respondents
of specific demographic representations. In this instance, the sampling approach was utilized in order to gain access
to practitioners within the advertising industry.
Demographics of Respondents
Of the 69 practitioners who completed the survey, 43.5% (N=30) of them were male, while the other 56.5%
(N=39) were female. 40.6% were within the 21 to 30 years old range (N=28). The other 36.2% (N=25) were within
the 31 to 40 age range, and the final 23.2% (N=16) were aged over 40 years old.
June 24-26, 2007
Oxford University, UK
3
2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
Education profile of respondents
About 2.9% (N=2) of the respondents had achieved secondary school level or lower. About 39.1% (N=27)
had either a diploma or junior college education, and 53.6% (N=37) held undergraduate degrees. The other 4.3%
(N=3) possessed graduate degrees. About 88.4% (N=61) had received their formal education in Singapore, while
11.6% (N=8) were educated elsewhere.
Work profile of respondents
About 30.4% of the respondents (N=21) were currently engaged in creative work, while the other 69.6%
(N=48) of the respondents were non-creatives. Nearly 44.9% (N=31) of the respondents held management positions
and higher, while the other 55.1% (N=38) were either creative professionals or were executives in their respective
organizations.
FINDINGS & ANALYSIS
Evaluations of key advertising skill areas
Based on the feedback of the respondents, it was found that the current skills areas that are currently in most demand
are (Please refer to Table A (Summarized)):
Table A (Summarized): Present IMC skill requisites from practitioners’ perspectives
Rank
1
2
3
4
5
6
7
8
9
10
Mean
Skill Areas for Present Emphasis
(Correct to 1 decimal place)
Conceptual skills to transform the strategic statement into an idea
5.0
Creativity in design and art
4.9
Events management
4.8
Effective client management
4.7
Campaign design
4.6
Product branding
4.6
Headline and cutline writing
4.6
Strategic thinking about the product and the consumer
4.5
Oral communication (interpersonal, small group and public)
4.5
Copywriting
4.4
Conceptual skills are important based on the ability of the advertising professional to translate a creative brief
into meaningful, viable conceptual terms to be presented to the client. The ability of executing the creative idea is
also important as evident from the responses garnered from the quantitative study. The advertising practitioners
interviewed also felt that the need for client management, based on the need to retain existing accounts and acquire
new ones. Product branding is an important factor in the process of advertising. By being able to provide a positive
holistic brand experience, advertisers would be able to present themselves as a solutions provider, rather than just an
executor of the creative strategies of its clients.
Campaign design was also ranked equally important as product branding, with the need for advertisers to have
advertising campaigns that would allow them to break from the clutter of marketing messages from rival
organizations. This particular areas was overlapping in both the advertising and public relations section of Chang
(2000)’s study.
The interesting points of observation would be that within the top 10 present IMC skill requisites, 3 of them are
closely related to public relations curriculum. These are events management, headline and cutline writing and oral
communication. The skill campaign design is an overlapping with both advertising and public relations areas.
Based on the feedback of the respondents, it was found that the future skills areas that are currently in most
demand are (Please refer to Table B (Summarized)):
Table B (Summarized): Future IMC skill requisites from practitioners’ perspectives
June 24-26, 2007
Oxford University, UK
4
2007 Oxford Business & Economics Conference
Rank
1
2
3
4
5
6
7
8
9
10
ISBN : 978-0-9742114-7-3
Skill Areas for Future Emphasis
Strategic thinking about the product and the consumer
Conceptual skills to transform the strategic statement into an idea
Effective client management
Market research
On-line marketing communication skill
Campaign design
Product branding
Creativity in design and art
Events management
Oral communication (interpersonal, small group and public)
Mean
(Correct to 1 decimal place)
5.0
4.9
4.8
4.7
4.7
4.6
4.6
4.5
4.5
4.4
However, based on the future skill needs in the advertising curricular, one of the most important areas that was
identified by respondents was the ability to link to creative message to the end-consumer. Otherwise known as
strategic planning, this was identified by the respondents as a key skill area in which would be in high demand in the
advertising industry. The importance of conceptual skills and efficient client management were also identified by
the advertising practitioners as one of the key areas to focus on in the future. These areas were also previously
identified by the respondents of the study as key areas in current-day advertising needs. The advertising practitioners
also felt that amongst the other needs of future advertising professionals include marketing research as well as online
marketing communication. Online marketing has gained increasing importance with tentacle-like reach of the
internet and the emergence of new online marketing techniques such as immersive advertising.
Once again, skill aspects which were either traditionally from the public relations field or were overlapping in
both advertising and public relations were included within the top 10 fields that were identified by advertising
professionals. These include events management and campaign design.
From Table E, one can tell that the skills that educationalists should concentrate on should most importantly
include conceptual skills to transform strategic statements into ideas, effective client management. One can foresee
that certain skills might be deemed relevant in the immediate future, whereas not so in the long-run. These include
creativity in design and art and events management. However, others such as strategic thinking about the product
and customer, market research and online marketing represent the possible future needs of the advertising industry
based on the forecasts of the advertising professionals.
As such, education institutions have to seek the strike a balance in finding a right mix between concentrating on
current demands, as compared to the courseware development to meet the future demands of the industry. From the
observations as seen from Table E, one can observe that there is expected to be a shift towards a more strategic
approach towards advertising, based on more scientific methods. Examples of these include market research (from
13th position to 4th position) and strategic thinking about the product and the consumer (from 8th position to 1st
position).
Table E: IMC skill requisites from practitioners’ perspectives
Skill Areas for Emphasis
Conceptual skills to transform the strategic statement into an idea
Creativity in design and art
Events management
Effective client management
Campaign design
Product branding
Headline and cutline writing
Strategic thinking about the product and the consumer
Oral communication (interpersonal, small group and public)
Copywriting
June 24-26, 2007
Oxford University, UK
5
Present
1
2
3
4
5
6
7
8
9
10
Future
2
8
9
3
6
7
14
1
10
12
2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
Presentation with audio
Implementation of research
Market research
On-line marketing communication skill
Evaluation of research
Editing: grammar, spelling and punctuation
Layout and page design
Use of research
Graphics creation: visual (photo and art) editing and sizing
Accuracy and fact-checking
Story structure and organization of content
Presentation with still images (e.g. photo, painting)
Data analysis
Reporting
Presentation with moving images (i.e. video)
Typography
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
17
21
4
5
20
16
22
23
15
24
13
18
25
11
19
26
Evaluations of key advertising knowledge areas
Based on the feedback of the respondents, it was found that the current knowledge areas that are currently in
most demand are (Please refer to Table C (Summarized)):
Table C (Summarized): Present IMC knowledge requisites from practitioners’ perspectives
Rank
1
2
3
4
5
6
7
8
9
10
Knowledge Areas for Present Emphasis
Integrated marketing communication
Market research
Knowledge of important issues among the public
Psychology of communication
Sociology psychology (i.e. how individuals think, feel and behave among other people)
Understanding of various research designs
Ethics for advertising
Roles of research
Different concepts of publics
Multilingualism ideas
Mean
(Correct to 1
decimal place)
5.0
4.7
4.7
4.6
4.5
4.5
4.4
4.4
4.4
4.3
Advertising professionals identified integrated marketing communication as an important knowledge area due
to the converging of the various elements of different forms of marketing communication, namely advertising and
public relations. The knowledge of market research was also identified as an important knowledge area for current
advertising purposes. Market research is required to cerate a deeper understanding of the customer psyche. This is
evident as both the psychology of communication as well as social psychology was also identified as among the
important areas for advertisers. The former is operationalized as the impact of visual and audio communication on
the recipients of advertising messages. The social psychological process refers to the effects of the social interaction
process of current/perspective customers. Ethics in advertising was rated 5 th in the study with possibly the
heightened awareness of consumer rights.
As already observed from the skills section of the paper, it was also observed that some areas that were deemed
as important, either originate from the public relations field, or are overlapping with both the advertising and public
relations aspect. These include different concepts of publics, knowledge of important issues among the public,
understanding of different research designs, roles of research (public relations areas), integrated marketing
communications, psychology of communication and sociology communication (overlapping areas).
June 24-26, 2007
Oxford University, UK
6
2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
Based on the feedback of the respondents, it was found that the future knowledge areas that are currently in
most demand are (Please refer to Table D (Detailed)):
Table D (Summarized): Future IMC knowledge requisites from practitioners’
Rank
1
2
3
4
5
6
7
8
9
10
Knowledge Areas for Future Emphasis
Psychology of communication
Multilingualism ideas
Integrated marketing communication
Sociology psychology (i.e. how individuals think, feel and behave among other people)
Understanding of various research designs
Market research
Knowledge of important issues among the public
Different concepts of publics
Ethics for advertising
Roles of research
Mean
(Correct to 1
decimal place)
5.0
5.0
5.0
4.9
4.8
4.7
4.7
4.7
4.6
4.6
Based on the study, there were several overlapping areas based on current and future advertising knowledge
areas. These were integrated marketing communications, psychology of communication and sociology psychology
and market research. The multilingualism of ideas refers to the ability to translate creative strategies into different
lingual settings. Similarly as mentioned in the earlier paragraphs, many of these areas are either advertising areas
which overlap with public relations curricular, or are solely from the public relations paradigm.
Based on the observations of Table F, the some aspects of communication education are currently deemed more
important now than in the future. Examples of these include: Market research and knowledge of important issues
among the public. However, as mentioned earlier, in line with a proposed scientific approach towards servicing
advertising clients of the future, practitioners propose psychology of communication and sociology psychology as
the keys steps, which communication educators should emphasize. In line with increasing globalization and need for
multi-nation corporation to advertise in different markets, multilingualism ideas are proposed. These are ideas that
can withstand cultural idiosyncrasies, whereby advertising firms can act to provide seamless coordination of
advertising services that can be executed across different geographic boarders. Also, despite the mentioned lesser
emphasis in market research, research and the scientific-based approach would play an invaluable part in the
advertising creative process in the near future. Related aspects such as market research (ranked 6 th under the future
column), psychology of communication (ranked 1st), sociology psychology (ranked 4th), understanding of various
research designs (ranked 5th) and roles of research (ranked 10th) are all within the top 10 knowledge areas in which
would-be practitioners would be expected to be equipped with.
Table F: IMC knowledge requisites from practitioners’ perspectives
Knowledge Areas for Emphasis
Present
Integrated marketing communication
1
Market research
2
Knowledge of important issues among the public
3
Psychology of communication
4
Sociology psychology (i.e. how individuals think, feel and behave
5
among other people)
Understanding of various research designs
6
Ethics for advertising
7
Roles of research
8
Different concepts of publics
9
Multilingualism ideas
10
Ethics for PR
11
June 24-26, 2007
Oxford University, UK
7
Future
3
6
7
1
4
5
9
10
8
2
13
2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
Cultural analysis of still images
Non-verbal communication
Crisis communication
Cultural analysis of moving images (e.g. video, film)
Communication with moving images (i.e. video)
Difference approaches to PR: Rhetorical/humanities; Social
science; Critical
Health communication
Corporate/Organizational communication
Communication with still images (e.g. photo, painting)
Risk communication
Communication with audio
12
13
14
15
16
17
14
16
12
11
22
17
18
19
20
21
22
15
19
20
18
21
LIMITATIONS OF THE STUDY
Although the study has highlighted important issues pertaining curriculum development with regards to media
education, the study is not without its limitations. Industry players interviewed were selected only based from those
who had replied positively to the invitation to participate in the study. Furthermore, due to the relatively small
sample of respondents, we are unable to generalize the findings of the views of the entire advertising industry in
Singapore.
CONCLUDING THOUGHTS
The education requirements for the current and future needs of advertising education are similar, but are not
identical. These observations would be able to shape the direction of advertising-related curricular. By being able to
link the similarities as well as areas of variation, one would be able to understand and appreciate how the advertiser
of today, is expected to evolve into the consummate marketing communications professional of tomorrow. The
findings of the study are invaluable especially from the education administrator’s standpoint, as educators would be
able to chart a gradual flow of emphasis into the different aspects of advertising education. Based on the rankings of
the current and future needs of the advertising industry, educators would be better able to plan their advertising
curriculum better to meet the ever-changing needs of the industry.
The study has brought forth many interesting observations that can be developed to form a deeper
understanding of the relative importance that people have towards the different aspects of advertising for both
current and future curricular development. For example, based on the skills Table E, advertising professionals of
tomorrow are expected to be strategists instead of just executors of predetermined creative strategies. Examples of
these include a greater emphasis of strategic thinking about the product and the consumer (from 8 th position to 1st
position), with research functions meant to support this strategic thinking process, for example market research
(from 13th position to 4th position). Operations aspects that are expected to decrease in importance would include
events management (from 3rd to 9th position) and headline and cutline writing (from 7th to 14th position). Also, as
prophesized by scholars as early as 10 years ago (Novelli 1989-90; Kirk, 1991; Rose & Miller 1993), the IMC
approach towards is increasingly being supported by practitioners within the industry itself, as it is ranked 1 st and 3rd
based on current and future emphasis.
It is recommended that the current study serve as a springboard to a more comprehensive study in the
advertising industry within as well as in comparison to the Southeast Asian region. This study’s analysis gives an
insight into the current and future trends in relation to the advertising industry. Thus, further analysis on the other
areas of Singapore’s Creative Economy can be carried out in tandem with other countries so as to assist Singapore
develop a unique identity and nurture its creative manpower within a education system that best suits its needs.
REFERENCES
Acheson, K. (1993, Aug. 16). Integrated marketing must bring two perspectives together. Marketing News, 17.
June 24-26, 2007
Oxford University, UK
8
2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
Brody, E. W. (1985, Spring). What ought to be taught students of public relations? Public Relations Quarterly, 6-9.
Brody, E. W. (1991, Summer). How and where should public relations be taught? Public Relations Quarterly, 45-47.
Chang, L.A. (2000). Communication Education and Media Needs in Singapore. in A.P. Hwa & S. Ramanathan (eds). Communication Education
in ASEAN. Asian Media Information & Communication Centre, pp. 213-261.
Duncan, T. & Everett, S. (1993, May/June). Client perceptions of integrated marketing communications.
Public Relations Quarterly, 13-18.
Falb, R. A. (1992). The place of public relations education in higher education: Another opinion. Public Relations Review, 18, 97-101.
Griffin W.G and Pasadeos Y. (1998). The impact of IMC on advertising and public relations education. Journalism & Mass Communication
Educator, 53 (2), 4-18.
Harris, T. L. (1993, Summer). How MPR adds value to integrated marketing communications. Public Relations Quarterly, 13-18.
Kallish, D. (1990. Fall). The new advertising. Agency. 28-33.
Kirk, J. (1991, January). Giving clients what they want; Burnett responds to demand for below-theline service. AdWeek, 12. 35.
Kitchen, P.J. (ed.) (2003a) The Future of Marketing: Critical 21st Century Perspectives. Basingstoke: Palgrave-Macmillan.
Kitchen, P.J. (ed.) (2003b) The Rhetoric and Reality of Marketing: An International Managerial Approach. Basingstoke: Palgrave-Macmillan.
Kitchen, P.J. & Schultz, D.E. (1999) A multi-country comparison of the drive for IMC. Journal of Advertising Research, 39(1), p. 21–38.
Kuo, E.C.Y. (2000). ‘The Changing Media Environment and Implications for Communication Education’. in Ang P.H & S. Ramanathan (eds).
Communication Education in ASEAN, Asian Media Information and Communication Centre, 1-8.
Rose, P. & Miller, D. (1993, Spring). Integrated communications and practitioners' perceived needs. Journalism Educator, 20.
Ross, B. I. (1991). The Status of Advertising Education. Advertising Education Publications.
Rotfeld, H. J. (1994, May 30). An advertising degree is not a ticket to a job. Advertising Age , 23.
Miller, D. & Rose, P.B. (1994) Integrated communications: a look at reality instead of the theory. Public Relations Quarterly, Spring, 39(1), p.13.
Novelli, W. (1989-90). One-Stop Shopping: Some Thoughts on Integrated Marketing Communications. Public Relations Quarterly 34, 4. 7-9.
Schultz, D. (1991). Integrated Marketing Communications: The Status of Integrated Marketing Communications Programs in the U.S. Today,
Journal of Promotion Management, 1, 99-104.
Schultz, D. E., Tannenbaum, S. I. & Lauterborn, R. F. (1993). Integrated marketing communications: Putting it together and making it work.
Lincolnwood, IL: NTC Business Books.
Schultz, D.E. & Kitchen, P.J. (2000) Communicating Globally: An Integrated Marketing Approach. London: Palgrave-Macmillan, pp. 3, 32, 62,
188.
Spotts, H.E., Lambert, D.R. & Joyce, M.L. (1998) Marketing déjà vu: the discovery of integrated marketing communications. Journal of
Marketing Education, 20(3), pp. 210–218.
The University of Texas at Austin. (2000). Thoughts about the future of Advertising Education. The Faculty Department of Advertising. Austin.
Wightman, B. (1999) Integrated communications: organisation and education. Public Relations Quarterly, Summer, 44(2), pp. 18–22.
Wimmer R. & Dominick J.R. (2000) Mass Media Research: An Introduction, (7th Edition) Belmont CA. Wadsworth.
June 24-26, 2007
Oxford University, UK
9
2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
TABLE A (DETAILED): PRESENT IMC SKILL REQUISITES FROM PRACTITIONERS’
PERSPECTIVES
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Mean
Skill Areas for Present Emphasis
(Correct to 1 decimal place)
Conceptual skills to transform the strategic statement into an idea
5.0
Creativity in design and art
4.9
Events management
4.8
Effective client management
4.7
Campaign design
4.6
Product branding
4.6
Headline and cutline writing
4.6
Strategic thinking about the product and the consumer
4.5
Oral communication (interpersonal, small group and public)
4.5
Copywriting
4.4
Presentation with audio
4.3
Implementation of research
4.2
Market research
4.1
On-line marketing communication skill
4.1
Evaluation of research
3.9
Editing: grammar, spelling and punctuation
3.9
Layout and page design
3.9
Use of research
3.6
Graphics creation: visual (photo and art) editing and sizing
3.6
Accuracy and fact-checking
3.5
Story structure and organization of content
3.4
Presentation with still images (e.g. photo, painting)
3.3
Data analysis
3.3
Reporting
3.3
Presentation with moving images (i.e. video)
3.1
Typography
2.9
June 24-26, 2007
Oxford University, UK
10
2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
TABLE B (DETAILED): FUTURE IMC SKILL REQUISITES FROM PRACTITIONERS’
PERSPECTIVES
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Skill Areas for Future Emphasis
Strategic thinking about the product and the consumer
Conceptual skills to transform the strategic statement into an idea
Effective client management
Market research
On-line marketing communication skill
Campaign design
Product branding
Creativity in design and art
Events management
Oral communication (interpersonal, small group and public)
Reporting
Copywriting
Story structure and organization of content
Headline and cutline writing
Graphics creation: visual (photo and art) editing and sizing
Editing: grammar, spelling and punctuation
Presentation with audio
Presentation with still images (e.g. photo, painting)
Presentation with moving images (i.e. video)
Evaluation of research
Implementation of research
Layout and page design
Use of research
Accuracy and fact-checking
Data analysis
Typography
June 24-26, 2007
Oxford University, UK
11
Mean
(Correct to 1 decimal place)
5.0
4.9
4.8
4.7
4.7
4.6
4.6
4.5
4.5
4.4
4.4
4.3
4.3
4.2
4.2
4.1
3.8
3.7
3.6
3.6
3.6
3.6
3.4
3.4
3.2
3
2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
TABLE C (DETAILED): PRESENT IMC KNOWLEDGE REQUISITES FROM PRACTITIONERS’
PERSPECTIVES
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Knowledge Areas for Present Emphasis
Integrated marketing communication
Market research
Knowledge of important issues among the public
Psychology of communication
Sociology psychology (i.e. how individuals think, feel and behave among other people)
Understanding of various research designs
Ethics for advertising
Roles of research
Different concepts of publics
Multilingualism ideas
Ethics for PR
Cultural analysis of still images
Non-verbal communication
Crisis communication
Cultural analysis of moving images (e.g. video, film)
Communication with moving images (i.e. video)
Difference approaches to PR: Rhetorical/humanities; Social science; Critical
Health communication
Corporate/Organizational communication
Communication with still images (e.g. photo, painting)
Risk communication
Communication with audio
June 24-26, 2007
Oxford University, UK
1
Mean
(Correct to 1
decimal place)
5.0
4.7
4.7
4.6
4.5
4.5
4.4
4.4
4.4
4.3
4.2
4.1
4.1
4.1
3.9
3.8
3.8
3.8
3.7
3.6
3.6
3.5
2007 Oxford Business & Economics Conference
ISBN : 978-0-9742114-7-3
TABLE D (DETAILED): FUTURE IMC KNOWLEDGE REQUISITES FROM PRACTITIONERS’
PERSPECTIVES
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Knowledge Areas for Future Emphasis
Psychology of communication
Multilingualism ideas
Integrated marketing communication
Sociology psychology (i.e. how individuals think, feel and behave among other people)
Understanding of various research designs
Market research
Knowledge of important issues among the public
Different concepts of publics
Ethics for advertising
Roles of research
Cultural analysis of moving images (e.g. video, film)
Crisis communication
Ethics for PR
Cultural analysis of still images
Health communication
Non-verbal communication
Difference approaches to PR: Rhetorical/humanities; Social science; Critical
Risk communication
Corporate/Organizational communication
Communication with still images (e.g. photo, painting)
Communication with audio
Communication with moving images (i.e. video)
June 24-26, 2007
Oxford University, UK
2
Mean
(Correct to 1
decimal place)
5.0
5.0
5.0
4.9
4.8
4.7
4.7
4.7
4.6
4.6
4.5
4.5
4.4
4.3
4.3
4.2
4.2
4.2
4.1
3.8
3.7
3.7