What it means to become a public relations professional: student perceptions of professional identity through real-world learning
Mehta, Amisha & Larkin, Ingrid (2009) What it means to become a public relations professional: student perceptions of professional identity through real-world learning. Asia Pacific Public Relations Journal, 10(1), pp. 51-64.
Public relations educators need new solutions to prepare students to become tomorrow's practitioner today. Managers and employers in the new creative workforce (McWilliam, 2008) expect graduates to be problem solvers, critical and creative thinkers, reflective, and self reliant (Barrie, 2008; David, 2004). Enabling students to develop these attributes requires a collaborative and creative approach to pedagogy (Jeffrey & Craft, 2001, 2004). A model for the next generation of public relations education was developed to integrate industry partnerships as a way to bridge pedagogy and professional practice. The model suggests (a) that industry partnerships be embedded in learning activities, (b) that assessment items be considered on a continuum and delivered incrementally across a course of study, and (c) that connections between classroom and workplace activities are clearly signposted for students.
Impact and interest:
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|Item Type:||Journal Article|
|Keywords:||Public Relations, Creativity, Real-world Learning, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > COMMERCE MANAGEMENT TOURISM AND SERVICES (150000) > MARKETING (150500) > Marketing Communications (150502)|
|Divisions:||Current > QUT Faculties and Divisions > QUT Business School|
Current > Schools > School of Advertising, Marketing & Public Relations
|Copyright Owner:||Copyright 2009 Deakin University|
|Deposited On:||29 Aug 2011 14:11|
|Last Modified:||07 Nov 2014 21:15|
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