Educating for Complexity: Find and Share www.commpred.org/educatingforcomplexity facebook.com/commpred @commpred #PRgradreport12 Acknowledgements Why We Did This Overview of the Report Types of Degrees Research Results Phase 1: Analysis of secondary sources and online audit of websites • Increase in master’s programs (from 26 in 2000 to 75 in 2011, and still growing) • Range of program titles • Lack of uniform standards including number of credit hours • Inconsistent cumulative/capstone experiences Research Results Phase 2: Quantitative survey of educators and practitioners • Four knowledge categories identified: strategic management, business, theoretical knowledge (including research methods), globalization • Comprehensive project requirement • Practitioners and educators split on whether a master’s degree is important in hiring • Completing the degree makes graduate eligible for research positions/equivalent of three years’ experience Research Results Phase 3: Qualitative in-depth interviews with employers • Employers value characteristics of applicant more than knowledge or skills • Employers view a master’s as preparation for entry-level • Suggested a “better brand” needed for graduate programs • Interpreted “split” between practitioners and educators as reflection of varying graduate program quality Master’s Degree Curriculum • Standards for content areas, not specific courses • A master’s degree in public relations should consist of a minimum of 30 hours • Standards are applicable to: – Master’s degree programs that are specifically called public relations degree programs – Programs in which public relations is a track, sequence or concentration Master’s Degree Curriculum Should focus on knowledge and skills in the following areas: • Strategic public relations management • Basic business principles and processes • Communication/public relations theory and research methods • Global influences on the practice of public relations • Ethics Master’s Degree Curriculum Should also gain a mutual understanding of business principles and processes: • • • • • Management Marketing Accounting Economics and finance Understanding strategic business outcomes Admission Standards • Academic ability – Standardized entrance exams such as the GRE – Exceptional undergraduate GPAs – Integrated reasoning and/or analytical writing ability tests • Knowledge of public relations – Experience – Academic and professional credentials Delivering the Master’s Degree The traditional model remains the most prevalent and widely preferred by educators and practitioners due to the benefits: • Academic services and professors are available to provide support • It is easier to structure courses for both students and faculty • Revenue for the university Delivering the Master’s Degree However, traditional courses also pose some challenges: • Students must spend two-plus years on campus • Most programs force students to quit working while pursuing a master's degree • International students struggle because relocating limits work opportunities • Many universities are already operating over capacity Delivering the Master’s Degree Online, blended and web-facilitated programs address such problems and provide key benefits: • Can increase enrollment and reach new markets • Hybrid learning effectively expands course content and supports knowledge analysis • Hybrid education still enables students to form bonds with peer groups and professors Delivering the Master’s Degree Online and web-facilitated programs also have drawbacks: • Face-to-face connections are rarely made, which limits team-oriented learning • Students lack the benefit of a campus, professors and academic services • Students must rely on self-discipline to complete course work Delivering the Master’s Degree At a minimum, a master's program must ensure that future practitioners are able to: • • • • Contribute to the profession Transmit knowledge Conduct research Apply theories in everyday work Requires rigorous curricula no matter what delivery format Resources Needed • Educators prefer faculty to have academic credentials • Practitioners thought too many educators lack professional experience • Faculty should have a blend of practical experience and theoretical understanding • Faculty should also remain professionally engaged Resources Needed • Universities encouraged to recognize that an individual faculty member may not possess every desired criterion • However, faculty hired for full-time positions should: – Preferably have a Ph.D A master’s degree and professional experience should be the minimum acceptable credentials – Have professional credentials from a widely recognized professional society – Be engaged in ongoing professional development in both academic and practitioner environments Resources Needed Financial, facility and marketing support for public relations master’s programs: • Increased autonomy for facilities and budget management • Utilize opportunities to attract greater funding from the private sector • Academic units should support global initiatives such as travel grants for international faculty and students • Use marketing techniques to attract top students to public relations master’s degree programs • Educate employers about the value of the master’s degree Resources Needed Further resource considerations: • Internships, work experience and practica are essential components of professional graduate education • Employers have ever-increasing expectations of master’s degree graduates’ ability to use technology • Graduates student research should enable an understanding of using such tools and systems Resources Needed • Both educators and practitioners should commit to a more effective interface with each other • Practitioners believe too many full-time faculty lack professional experience • Collaboration in preparing practitioners to teach can help improve interface • Programs should leverage educator and practitioner collaboration to increase the number of successful research programs Global Perspective • There needs to be a global understanding of public relations master’s education • Countries all over the world have contributed to the development of public relations • The Commission includes members from North America, Europe, Australia and Indonesia • The Commission’s previous reports and standards have been adapted all over the world Summary • Professional and academic graduate programs engage students and practitioners in furthering their education for career or academic purposes • Standards create common core elements to ensure consistency throughout public relations graduate programs that results in credibility and validity • Programs can leverage educator and practitioner collaboration to increase relevance • Educators and practitioners worldwide should consider this report and alter their graduate programs as needed Commission Members • Dean Kruckeberg, Ph.D., APR, • Fellow PRSA, Co-Chair University of North Carolina at Charlotte • Frank Ovaitt, Jr., APR, Co-Chair • Institute for Public Relations • William Briggs, Ed.D. California • State University Fullerton • • Kathy Cripps, APR Council of Public Relation Firms • Louis Capozzi, APR, Fellow PRSA New York University • • Denise P. Ferguson, Ph.D., APR Pepperdine University • • Rochelle Ford, Ph.D., APR Howard University Elizabeth Goenawan Ananto, Ph.D., IPRA Fellow Trisakti University Karla K. Gower, Ph.D. University of Alabama Emanuele Invernizzi Università IULM Stephen D. Iseman, Ph.D., APR, Fellow PRSA Ohio Northern University Colleen M. Killingsworth, ABC, APR CK Communications Alexander V. Laskin, Ph.D. Quinnipiac University Commission Members • Thomas R. Martin College of • Charleston • John L. Paluszek, APR, Fellow PRSA Ketchum • • Maria P. Russell, APR, Fellow PRSA Syracuse University • • Hongmei Shen, Ph.D. San Diego State University • • Deborah Silverman, Ph.D., APR Buffalo State College • • Gerald Swerling University of Southern California • Elizabeth Toth, Ph.D., APR, Fellow PRSA University of Maryland, College Park Katerina Tsetsura, Ph.D. University of Oklahoma Judy VanSlyke Turk, Ph.D., APR, Fellow PRSA Virginia Commonwealth University Jean Valin, Fellow CPRS, APR Valin Strategic Communication Susan Balcom Walton, APR University of North Dakota Donald K. Wright, Ph.D., APR, Fellow PRSA Boston University