Exploring Definitional and Integrative Issues in IMC Education

Integrated marketing communication (IMC) is a major communication development that has influenced practice and education (Gould, Grein, & Lerman, 1999; Kitchen & Schultz, 2003). In the 1990s, advertising and public relations educators were sceptical of IMC’s impact on student knowledge and curriculum design (Gould et al., 1999; Griffin & Pasadeos, 1998). Since that time, although the discipline has advanced, there has been a limited number of IMC studies within education settings. This paper explores how introductory units in an undergraduate IMC major define stakeholders, segmentation, and relationships between disciplines by analysing prescribed texts used as a basis for learning and assessment. Within this localised educational context, results showed a more congruent relationship between IMC and advertising than between IMC and public relations in terms of the definition and segmentation of stakeholders. Further, differences in IMC’s conceptualisation of the nature of its relationships with advertising and public relations were identified. The study recommends educators recognise and discuss these similarities and differences in order to enhance student understanding. Educators could use a range of teaching strategies that depict clear integration practices and involve peers from related disciplines in content development and course design.