Exploring the Use of Real Clients in the PR Campaigns Course

Abstract

Many educators have already recognized the value of and learning, where students on projects or activities outside of the classroom (Barber, 1992; Bringle & Hatcher, 1999; Kolb, 1984; Kuh, Douglas, Lund, & Ramin, 1994; Newman, 1985; Schine, 1997). Bringle and Hatcher (1999) asserted that this type of active promotes personal understanding and context for the students and that it helps spark knowledge of their own lives and the world outside the classroom (p. 179). Kuh et al. (1994) examined several studies and summarized what they considered to be the valued outcomes of learning: (a) cognitive complexity by students (i.e., critical thinking, intellectual flexibility); (b) knowledge acquisition and application; (c) humanitarianism or interest in welfare of others; (d) self-confidence; and (e) decision making and vocational preparation (p. 3). Schine (1997) summarized the current perspective on learning: Whether viewed primarily as an element in the social studies curriculum, as enrichment within a variety of disciplines, citizenship education, or a teaching methodology, has attracted support from practitioners, policymakers, researchers, government at all levels, and from the broader community (p. vii). Boyer (1990) similarly supported the use of but indicated that it was only justifiable when it was tied directly to a special field of knowledge and related to the professional activity within a discipline. The current study specifically looked at the field of public relations, where there seems to be general support in the education literature for using in undergraduate public relations courses (Hunt, 1988; Sallot, 1996). Proponents have argued that this approach strengthens students' management skills, critical thinking abilities, and tactical skills (Farmer, 1997; Mencher, 1994; Slater, 1991). Farmer (1997) included meeting deadlines, working with printers, scheduling facilities, handling group conflicts, and standing before peers as professional persuaders as skills learned by students who with in campaigns courses. Mencher (1994) argued that actual client work placed reliance on real problem solving - students are put into circumstances where they deal with others as professionals. In addition, there have been psychological differences noted in public relations students who with clients. Slater (1991) found that students evaluated courses more highly when were used. Cohen and Kinsey (1994) found students were much more motivated to complete required by a real client than by a hypothetical situation. Also, Sallot (1992, 1996) asserted that using increased students' tolerance of ambiguity as well as their self-esteem and confidence. Although scholars in public relations have generally supported use of clients, few empirical studies were found that addressed this technique. The largest group of studies used students as subjects and centered on student traits or effects of teaching tools (Basow & Byrne, 1993; Caudill, Ashdown, & Caudill, 1990; L.A. Grunig, 1990; Pavlik, 1988; Sallot, 1992; White, Oukrop, & Nelson, 1992). One study, for example, measured student attitudes towards using an interactive computer program in a public relations campaigns course (Cameron & Curtin, 1992). Researchers indicated that the program was a useful classroom tool to help campaign students conduct research for clients (p. 18). Cohen and Kinsey (1994) surveyed students to assess the pedagogical value of service learning with and without an experiential component (p. 7). Students developed brochures and other public relations materials for day care programs, youth organizations and park departments (p. 8). Results showed that the majority of students evaluated the projects as helpful in placing audiences and classroom material into meaningful context. …