«13TH INTERNATIONAL PUBLIC RELATIONS RESEARCH CONFERENCE “Ethical Issues for Public Relations Practice in a Multicultural World” Holiday Inn ...»
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Note. CR = Crisis responsibility; NE = Negative emotion; PE = Positive emotion; RT = Relational trust; IS = Information seeking H1: The more students attribute organizational responsibility, the more frequently they would experience both (a) negative and (b) positive emotions.
H2: Students who report a more frequent feeling of (a) negative emotion will show lower relational trust, while those who report a more frequent feeling of (b) positive emotion will show higher relational trust.
H3: Students who report a more frequent feeling of (a) negative or (b) positive emotion will show higher intentions to seek crisis-related information.
H4: Students who attribute a greater amount of organizational responsibility will show a lower relational trust toward the organization.
H5: Students who report a higher relational trust toward an organization will show a higher intention to seek crisis-related information.
H6: Students who attribute a greater amount of organizational responsibility will show a higher intention to seek crisis-related information.
AbstractThis paper explores the first-hand processes by which one professor, over the course of 12 years, taught ethics and corporate social responsibility as part of the public relations and corporate communication curricula at several four-year institutions. It focuses on how students interpreted and applied text and classroom-based theories to real-world situations and standards for ethical practice and CSR. Contemporary case studies were used as exemplars for CSR;
speakers and public relations professionals who evaluated student work affirmed that theories taught were indeed practiced in the workplace. Student evaluations suggested that even hypothetical class projects reinforced the need for careful research and provided insight into the complex demands facing them as future practitioners. Based on these outcomes, the author discusses the need to increase students' analyses of case studies and their exposure to a range of frameworks for CSR. She also proposes that varying approaches to the study of ethics and CSR can enhance and strengthen those foci within the public relations and corporate communication curricula. It can also help students with limited worldviews and life experience to extrapolate and segue from the classroom to the public relations workforce.