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An assessment of work-integrated learning for public relations in an open distance learning context
Public Relations Review 40 (2014) 387–396
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Public Relations Review
An assessment of work-integrated learning for public relations in an open distance learning context Christelle Swart ∗ University of South Africa (Unisa), Department of Communication Science, PO Box 392, Unisa 0003, South Africa
a r t i c l e
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Keywords: Public relations (PR) Public relations diploma Distance learning Open distance learning (ODL) Work-integrated learning (WIL)
a b s t r a c t Education institutions are increasingly required to ensure the employability of their students through quality and relevant educational programmes. Organisational change, in response to current global challenges, is not a new occurrence and impacts on all levels and functions of the organisation. This is of particular relevance to the field of public relations as an organisational function and it is therefore essential to match theoretical learning with practice, to ensure that the function operates effectively in the broader organisational context. It, moreover, re-establishes the need for the continuous assessment of educational programmes to ensure competent and employable public relations students. Against this background, the questions underlying this study are whether the public relations students of the University of South Africa (Unisa), as prospective public relations practitioners, possess the necessary skills to add value to organisations in their attempt to meet the challenges they face today, and what is the contribution of work-integrated learning in acquiring the necessary industry skills. © 2013 Elsevier Inc. All rights reserved.
1. Introduction Constant changes in the global economy, culture and society compel organisations to review and reposition themselves on a wide front and at all levels and functions of the organisation, to ensure survival and growth (Goodman in Swart, 2012b; Yeo & Sriramesh, 2009). It is evident that the current educational landscape is similarly challenged to operate and survive in a changing world and a modern society (Daugherty, 2011; UNESCO, 2002; Van Rooijen, 2011). The view exists that the university, as traditional custodian of knowledge, could be one of the most recent casualties of worldwide corporatisation which capitalises on the free-market philosophy (Swanson, 2011; Weinberg & Graham-Smith, 2012), and which also has an impact on the education sector. This shift towards corporatisation points mainly to an increase in intensity to satisfy growing consumer demands and to maximise large-scale profits (Van Rooijen, 2011; Weinberg & Graham-Smith, 2012; Wolf, 2008). Within an economy-based and service-oriented society, the challenge for the university is to augment its value-added activities and thus acknowledge the economic advantage of knowledge that is embedded in all its academic endeavours. Furthermore, recognition of such a market-oriented focus calls for the processing of information into knowledge that will be applied in work contexts. This validates the continuous and scrupulous assessment of public relations educational programmes to ensure the relevance of the work-integrated learning (WIL) activities in the National Diploma: Public Relations Management of Unisa. A study by Nethersole (Weinberg & Graham-Smith, 2012, p.73) argued that South African universities, at that point in time, were in the process of transforming themselves into businesses – dissociating themselves from institutions historically
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‘controlled and managed by academics’ – and aspiring to become ‘places of business with (their) main business as education’. Despite arguments for and against the university as a corporation and the prevailing perception that it sacrifices the ‘creation and advancement of knowledge’ and ‘academic identity’ (Emslie, 2011; Marginson in Emslie, 2011), this research study was approached from the view that academic programmes should ultimately satisfy industry needs and that workplace learning is crucial for skills transfer (Daugherty, 2011). Considering the above, it is evident that education institutions are compelled not only to keep pace with global trends and developments that impact the workplace in which their students will eventually be employed (Swart, 2012a), but also to keep track of industry skills requirements to ensure alignment with real-world needs. It is argued that the alignment of these trends and specific public relations skills requirements is essential to ensure a tangible and value-adding contribution to the overall academic development of public relations students and to adequately prepare graduates for the workplace. Evaluation of the work-integrated learning (WIL) component of the National Diploma: Public Relations Management served to determine the value and benefits of WIL in preparing students for the public relations workplace in an open distance learning (ODL) context. This article, firstly, briefly delineates the distance learning context within which the qualification is offered. This is followed by a concise theoretical overview of the function and roles of public relations practitioners, with a particular focus on South Africa. Finally, the article reports on the findings of an online questionnaire that explored the focus, content and value of the WIL module in the public relations qualification. 2. Key concepts For the purpose of this study, the key concepts below are understood as follows: 2.1. Distance education Distance education is a set of learning methods used to teach students who are geographically separated from the learning institution, their lecturers and other students. It applies a collection of methods to create an environment conducive to learning. Unisa is a comprehensive distance education university, and currently the only distance university in South Africa offering the National Diploma: Public Relations Management. 2.2. Open distance learning (ODL) ODL empowers the student to decide when, where, at what pace and how learning will take place and what learning will take place. The ODL approach followed by Unisa is student-centred and aimed at bridging economic, social, educational and geographical barriers in an attempt to, amongst other things, construct knowledge and promote skills development. 2.3. Work-integrated learning (WIL) WIL refers to the integration of formal studies with work experience, thus facilitating the transfer of skills in the workplace. It comprises two interrelated concepts, namely ‘work’ and ‘learning’. Work refers to the place of work where PR is practised and, for the purpose of this study, this is the context in which the theory will be applied by the PR student. Learning is derived from experience (Kolb, 1984) – in the context of this article, workplace experience. It is evident that no single definition for this concept of gaining ‘real-life’ workplace experience exists. Work-integrated learning is often equated to industry-based learning, experiential learning, workplace learning, work-based learning, and work placements and these terms will be used interchangeably throughout the article to refer to the concept of ‘learning in the workplace’. 2.4. Technical and generic skills For the purpose of this study, technical skills refer to ‘discipline-specific skills’ pertaining to public relations practice. This study mainly explored the industry-relevance of ‘public-relations-specific skills’. Generic skills are widely regarded as ‘soft skills’ and are skills that are germane to most work environments (Franz, 2007; Sturre et al., 2012). Generic skills are in some instances classified as ‘employability skills’. 3. Work-integrated learning (WIL) in a distance learning context Distance education is defined by the Department of Higher Education and Training (DHET) of South Africa as a set of teaching and learning strategies (or educational methods) that can be used to overcome spatial and/or temporal separation between educators and students (DHET, 2011, p. 4). Skills shortage is a global phenomenon (Bohloko & Mahlomaholo, 2008; Patrick et al., 2008; South African Qualifications Authority, 2000; UNESCO, 2002). Hence the urgency to redress lack of competence and the need for workplace skills. In a distance learning approach, through a multi-mode of delivery, opportunities are presented to remedy this situation through increased and speedy access to learning, options for retraining and personal enrichment, and the balancing of inequalities between age groups (DHET, 2011; UNESCO, 2002; Unisa, 2008). A high premium is placed on distance education as a framework within which WIL takes place, and the value thereof is perceived to
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be the creation of ‘learning opportunities that are not practical in a traditional classroom setting’ (Ahern, Peck, & Laycock in Moller, 1998, p.115). The value of WIL in an ODL context, first and foremost, is that students gain authentic work experience. For the purpose of this study and with reference to Unisa, distance education is defined as ‘a set of methods or processes for teaching a diverse range of students located at different places and physically separated from the learning institution, their tutors/teachers as well as other students’ (Unisa, 2008) – one that utilises a multimode method of delivery (DHET, 2011). The distance learning approach followed by Unisa aims to overcome ‘economic, social, educational and geographical’ barriers (Unisa, 2008) with the student as focal point. Knowledge and skills development are promoted through increased and speedy access to learning (Swart, 2012a). The National Diploma: Public Relations Management follows a blended approach to the education of its students by combining a range of technologies and deploying ‘physical and virtual’ resources to suit different audiences and contexts (DHET, 2011; Unisa, 2008). This is especially augmented during the WIL period when students are placed in the workplace. During this time students experience human interaction and face-to-face communication, function as team members as part of the public relations/communications department, undertake self-assessment, and engage in constant dialogue with the relevant academic department by means of a variety of technological communication methods and physical contact. The literature supports the importance of WIL as an ‘encounter’ (or point of contact) through which learning – the construction of knowledge, attitudes and values – in distance learning takes place (Moller, 1998; Swart, 2012a; UNESCO, 2002), and it is seen as a valid pedagogy (Patrick et al., 2008, p.(v); Werder & Strand, 2011). The sequential nature/process of work-integrated learning is endorsed in literature and WIL is perceived to encompass learning that is derived from experience, which in turn contributes to the creation of competencies and knowledge (Kolb, 1984; Rothwell & Sredl, 2002; Wolf, 2010). Learning at work is argued to be a ‘horizontal process’ whereby students acquire forms of knowledge in ‘situated or specific contexts’ (Beach in Peach, Cates, Baden-Wuerttemberg, Jones, & Lechleiter, 2011, p. 64). In this qualification (the National Diploma: Public Relations Management) knowledge creation is enabled through the application of theory in the PR workplace (practice) in ‘real-life’ experiences (Wolf, 2008). It embraces various components of learning significant to functioning in a workplace setting.
4. The public relations qualification and work-integrated learning Literature on research into the value and relevance of WIL in a South African context is scarce, which underscores the significant contribution of this study. Firstly, research on WIL in public relations education is limited and focuses mainly on educators and their views of different learning methods used in preparing prospective public relations practitioners for the workplace (Benecke, 2011; Daugherty, 2011; Wolf, 2008). Secondly, from a corporate or business perspective, few studies solicit students’ views and most studies predominantly involve senior public relations practitioners, executives and management (Daugherty, 2011; De Wet, Meintjies, Niemann-Struwig, & Goodman, 2008; DiStaso, Stacks, & Botan, 2009; Le Roux & Naude, 2011; Sha, 2011; Steyn, 2000a, 2000b, 2003; Van Heerden & Rensburg, 2005). This study specifically sought to explore the value of WIL as perceived and experienced by final-year public relations students at Unisa. Lastly, this study is the first and only to date that investigates work-integrated learning in public relations in a distance learning context in South Africa (Swart, 2012a). The National Diploma: Public Relations Management was introduced in 1995, initially without a WIL module. The student profile at that time, and the fact that most students were employed in this field, to a large extent dictated this shortcoming, which has since been addressed through the incorporation of a work-integrated module. The diploma aims to equip students with theoretical knowledge and critical practical skills needed in the South African public relations sector (Swart, 2012a). The value of WIL, which is key to public relations and this qualification, is significant and supported in the literature (Keegan, 2006; Moller, 1998; UNESCO, 2002; Unisa, 2008; Wolf, 2008): • The acquisition of knowledge and skill is undeniably a main advantage of work placements and, combined with the application thereof to ‘authentic settings’ such as the public relations milieu, it is indispensable for educating public relations students (Council in Higher Education, 2011; Daugherty, 2011; Orrell, 2004; Sturre et al., 2012; Ward in Daugherty, 2011). This links closely to the increasing demands for ‘work-ready’ and employable students. • The contribution of work-integrated learning in acquiring generic skills that ultimately enhance employability is widely acknowledged. Work-integrated learning is deemed to comprise a two-fold purpose: firstly, to contribute towards acquiring generic or soft skills; and secondly to augment technical or discipline-specific skills (Franz, 2008). This indicates a move to integrate both theory and practice and the development and application of generic skills (Franz, 2007). An inventory tool by Lizzio and Wilson (Freudenberg, Brimble, Cameron, & English, 2011), relevant to this study, differentiates between the following generic skills: interpersonal skills, self-management skills, learning and adaptability skills, problem-solving skills, concept and oral communication, team skills, information literacy skills, and written communication skills (Franz, 2007; Sturre et al., 2012). • Industry increasingly demands newcomers to be work-ready. This view is supported by a number of universities and scholars in various fields (Ferns & Moore, 2012; Franz, 2008; Kerr in Wolf, 2008; Orrell, 2004; Patrick et al., 2008; Samadi, 2008; UNESCO, 2002; Wolf, 2008) and is reaffirmed by an increase in WIL research articles, published in 2012, and the
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fact that some international universities are increasing their WIL elements and the duration of this training (Peach et al., 2011; Wolf, 2008). • A study by Harvey, Moon, and Geall with Bower as early as 1997 illustrated that students who had undertaken workintegrated learning during their studies deepened their university experience and had less difficulty securing employment in their respective fields of study (Orrell, 2004). • In the distance learning context, the WIL experience fosters increased interaction with the Public Relations academic department, as opposed to a low level of such interaction experienced at residential universities (Keegan, 2006). • Students are actively involved in ‘learning cycles’ that entail learning from their own unique experiences, observation, experimentation and reflection (Benecke, 2011; Kolb, 1984). The notion also exists that students should participate actively in their own education process (Burns in Wolf, 2010), and that they should therefore involve themselves in these WIL experiences and take ownership of their learning. The advantages of WIL on a broader scale are believed to affect and guide students’ educational (academic) plans, and their personal and career choices (Jaekel et al., 2011), and these were specifically explored in an online questionnaire. Furthermore, these advantages particularly include long-term benefits such as discovering long-term interests, aspirations, career interests and fields of further learning (Bourland-Davis, Graham, & Fulmer in Daugherty, 2011; Daugherty, 2011; Van Rooijen, 2011; Watson in Daugherty, 2011). 5. Public relations roles and activities The view that research on the roles of public relations is continuous and critical to the body of knowledge in public relations (Toth, Serini, Wright, & Emig, 1998; Wakefield & Cottone, 1987) is particularly relevant to this study and validates the activities or tasks public relations practitioners fulfil in the organisation. The supposition that these roles are ‘constantly in process’ (Toth et al., 1998, p.145) has since been authenticated by the continuous stream of research into the roles public relations practitioners play (DiStaso et al., 2009; Hogg & Doolan, 1999; Le Roux & Naude, 2011; Petersen, Holtzhausen, & Tindall, 2002; Sha, 2011; Steyn, 2000a, 2000b, 2000c, 2003, 2009; Van Heerden & Rensburg, 2005; Yeo & Sriramesh, 2009). The literature proves that public relations practitioners enact a variety of roles in the organisation (Broom & Dozier, 1986; Broom & Smith, 1979; Cutlip, Center, & Broom, 1985; Elliott & Koper, 2002; Hogg & Doolan, 1999; Steele in Broom and Dozier, 1986) and that public relations practitioners fulfil multiple roles to a varying degree (Ferguson in Broom & Dozier, 1986; Hogg & Doolan, 1999). Two main ‘historic’ roles – that of the communication manager and communication technician, which incorporate all four ‘traditional’ roles (expert prescriber, communication facilitator, problem-solving facilitator, communication technician) – subsequently emerged and still surface in the latest roles research (Le Roux & Naude, 2011; Steyn, 2009; Van Heerden & Rensburg, 2005). Despite extensive international research studies into the influences of the changing global business environment on the roles public relations practitioners are expected to play, which led to a plethora of so-called ‘new conceptual’ and ‘empirical roles’ (various authors in Steyn, 2009), the existence of a three-role typology in South Africa is proven. Steyn’s (2009) comparative analysis of the European Body of Knowledge (EBOK) roles with South African roles confirmed the prevalence of such as role typology, and this was corroborated by Le Roux and Naude (2011). Notwithstanding the strategic-manager-technician roles validated by various researchers, this public relations diploma aims to prepare students for manager-technician roles that are justified as follows. Firstly, the purpose of this qualification, as registered on the National Quality Framework (NQF) of South Africa, is to develop in a person the competence to plan and execute public relations and communication activities, and the outcomes of learning are to execute specialised PR activities, to produce communication media for PR context, to use theory to shape the broader context in which a PR practitioner functions, and to use administration and leadership qualities as a PR professional (South African Quality Authority/SAQA. [sa]). Secondly, the curriculum of this Diploma is based on the traditional or ‘historical’ roles and activities informed by the two-role typology of Broom and Smith (1979), and widely researched in early roles studies. Thirdly, the recent findings of a study by DiStaso et al. (2009) which explored the required skills for ‘entry-level’ applicants (DiStaso et al., 2009) validates the purpose of this qualification. And, finally, the specific outcome for the qualification is further endorsed by the three-role typology (Le Roux & Naude, 2011; Steyn, 2009), which concludes that the two roles mainly played by South African public relations practitioners are manager–technician roles and, only to a lesser extent, a strategic role. It should be noted that this qualification increasingly attracts students already employed as practitioners in the public relations industry. 6. The aim of the study Considering the challenges facing organisations and education providers alike, that demand public relations educators to adequately prepare prospective public relations practitioners to add value in the workplace (Wolf, 2010), the question underlying this study is whether the WIL module equips prospective public relations practitioners with the necessary technical skills to add value to organisations in their attempts to meet the challenges they face today. This study followed mainly a quantitative approach to generate insight into the relevance and value of WIL in the PR Management Diploma offered by Unisa. The study sought to explore the following research objectives (ROs):
C. Swart / Public Relations Review 40 (2014) 387–396 RO1: RO2: RO3: RO4:
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To determine the context within which public relations students address their work-integrated learning module To investigate how the students perceive the role of public relations in the organisations where they completed their work-integrated learning To provide insight into the value and benefits of work-integrated learning in preparing public relations students for the workplace To determine whether the activities in the current curriculum are relevant to the needs of the public relations departments involved in the supervision of work-integrated learning students
7. Methods and procedures A review was conducted of the existing literature on the ODL approach of Unisa and the value of WIL in such an approach, and a succinct overview was obtained of the research on PR roles. This established the foundation of the study and was followed by a research project exploring the focus, content and value of WIL by means of an online questionnaire. The literature already validated the range of communication activities (Skinner & Von Essen, 1994; Yeo & Sriramesh, 2009) currently included in the WIL component, but it was likewise tested in the online questionnaire. 7.1. Respondent characteristics For this study a total of 301 final-year public relations students at Unisa who were in the final stage of their practical training or had completed it between 2008 and 2011, were invited to participate in the online survey. Data was obtained from the WIL database in the academic department and the population as a whole was selected. These final-year students were employed in public relations positions, or were unemployed or employed in unrelated careers or fields at the time of undertaking their work-integrated learning. Invitations to participate were emailed in advance, followed by the online questionnaire. A total of 100 questionnaires were received, constituting a response rate of 33%. 7.2. Instrumentation The content of the online questionnaire stemmed from the current WIL curriculum, South African roles research, Yeo and Sriramesh (2009) findings on managerial and technical activities, and the assessment tool applied by Jaekel et al. (2011) that was adapted for the purpose of this study. The questionnaire was structured according to the following assessment framework (Table 1). 8. Results and discussion The main purpose of this article was to provide an overview of the value and benefits of WIL in preparing Unisa students for the PR workplace, and to provide insight into the industry-relevance of the WIL curriculum, so as to ensure that workplace learning is on a par with the discipline-specific needs of the WIL industry partners in South Africa. Furthermore, it aimed to provide information about the hierarchical position of the PR function and the sector/s mostly involved in providing workplace learning (and who are deemed Unisa’s main industry partners), and finally, to give insight into the students’ perceptions of the role of public relations in the organisation where they received their training. As indicated, the context in which the findings of this research study were interpreted was the PR environment in which Unisa students received their practical training from 2008 to 2011. Students completed their training in a PR environment under the supervision of an experienced PR practitioner who, in addition to ensuring adequate exposure to the communication activities, also provided guidance and evaluated student performance by means of formative and summative assessment. 8.1. Organisational context of the PR position The first research objective (RO1) aimed to provide insight into the context within which students at that particular time completed the WIL module. It investigated the hierarchical position of the PR function (question 1) in the organisations who acted as supervisors and provided insight into the sector (question 2) in which WIL took place. Respondents had to choose between public relations/corporate communication, marketing, human resources, and ‘other’ in Question 1. The respondents mainly indicated that the PR function was placed in a PR/corporate communications department (85%), followed by 14% Table 1 Areas of investigation. WIL assessment framework for the National Diploma: PR Management Question 1 Question 2 Question 3 Question 4 Question 5
Organisational context of the PR function by determining the Hierarchical position and the type of industry in which WIL took place Perceived role of the PR function Students’ perceptions of the value and contribution of WIL in providing personal, academic and workplace skills Students’ perceptions of the specific WIL outcomes and communication activities
RO1 RO2 RO3 RO4
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Graph 1. The perceived roles of public relations in WIL organisations.
who chose the marketing department, thus indicating that the public relations function resorts mainly, and appropriately, in a PR/corporate communications department. Question 2 asked the respondents to select the industry in which their workplace learning took place. The respondents indicated mainly the public sector (53%), followed by the private sector (34%), the non-profit organisational/NGO sector (9%) and other (health, sport, financial). This establishes the significant contribution and involvement of the public sector in the occupation-specific skills development of Unisa students. This commitment is noteworthy and should be nurtured to ensure mutually beneficial and long-term partnerships, as advocated by Wolf (2008). The WIL context is particularly important to ensure a positive learning experience in the workplace. Considering the many challenges that both organisations and the public relations function face, the PR industry must ensure that it remains relevant and contributes to the employability of PR students through the transfer of discipline-specific and generic skills. Within a distance learning approach, the role of industry partners is perceived to be vital, especially because workplace learning necessitates that the student function in a formalised setting (the PR/communication department). In distance learning, students may experience physical isolation from the academic department, and the workplace learning experience can rectify this to some extent. 8.2. Perceived role of the PR function Question 3 explored how students perceived the role of public relations in the organisation that provided their workplace learning (RO2). Respondents had to identify the PR role (strategic, management or technical) in the organisation where the training was completed. A brief description of each role was provided, based on the role characteristics described by Steyn (2009) and Yeo and Sriramesh (2009). As illustrated in Graph 1, respondents perceived the public relations role to be mainly technical, followed by managerial, then other unrelated and lastly strategic. Despite the fact that this aspect was not explored in depth and does not include ‘new conceptual’ or ‘empirical roles’ (Steyn, 2009), the findings (that the roles are mainly technical and managerial) seemingly correlate with, and are confirmed in various South African roles research studies and in public relations literature. 8.3. The value and contribution of WIL in providing personal, academic and workplace skills The fourth research objective (RO4) explored the value of WIL in providing personal, academic and workplace skills, strengths and goals (question 4 in the questionnaire). Twelve 5-point Likert-scale questions were posed, where 1 = “to no extent”, 2 = “to some extent”, 3 = “not sure”, 4 = “to a large extent” and 5 = “to a very large extent”. The questions did not relate to technical or discipline-specific skills, but rather investigated the broader value of WIL in the workplace. The four generic challenges of ‘learning at work’ deemed relevant to WIL programmes, irrespective of the field of study or work, were investigated, namely the need for workplace orientation in a workplace setting; to operate as a member of a ‘working community’; to link theoretical knowledge with learning in the workplace; and to be sensitive to different workplace practices (Beach in Peach et al., 2011). For the purpose of this study, the assessment tool of Jaekel et al. (2011) was deemed suitable and was adapted to specifically investigate workplace skills (point 8.3.3). 8.3.1. Personal skills Three questions aimed to determine the extent to which WIL assisted in identifying personal strengths, weaknesses, and preferences related to the workplace. The respondents indicated that WIL contributed to a large extent to identify personal strengths (50%), to identify personal weaknesses (46%), and to identify personal preferences (49%) (Table 2).
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Table 2 The value of WIL in providing personal skills.
Identify personal strengths Identify personal weaknesses Identify personal preferences
No extent
Some extent
Not sure
A large extent
Very large extent
0% 3% 1%
4% 18% 10%
5% 10% 8%
50% 46% 49%
40% 22% 31%
This question was not compulsory and one respondent chose not to respond. Table 3 The value of WIL in academic motivation.
Academic motivation Opportunity to assess
No extent
Some extent
Not sure
A large extent
Very large extent
4% 5%
16% 11%
6% 11%
46% 44%
27% 28%
This question was not compulsory and one respond chose not to respond.
Graph 2. Value and contribution of WIL in the workplace.
8.3.2. Academic skills Two questions asked respondents to indicate the value of WIL with regard to their academic motivation, and whether it had given them the opportunity to assess and reflect on their progress. The respondents felt that their WIL largely contributed to their academic motivation, and provided adequate opportunity to assess and reflect on their progress during training (Table 3). 8.3.3. Workplace skills The remaining seven questions related to the transfer of skills in the workplace and touched on the value of WIL to clarify career goals, match theoretical learning with practice (work and learn), contribute to technical knowledge of PR, accept a PR position, facilitate professional development in the workplace (self-confidence, teamwork, effective contribution), empower by developing communication and other work-related skills, and improve prospects for employment. The findings are illustrated in Graph 2. In all instances, the responses validated the value of WIL in acquiring workplace skills. Respondents indicated that WIL contributes to ‘a very large extent’ to acquiring the necessary skills to accept a PR position (45%), and to facilitating professional development in the workplace (44%). This showed not only their anticipation to be employed, but also their conviction of the value of WIL. The aspects to which WIL contributes mostly (‘to a large extent’) in terms of workplace skills, were identified by the respondents as: ‘contribute to technical knowledge of PR’ (48%), ‘develop communication and other work-related skills’ (48%), combine ‘work & learn’ (46%), and ‘professional development in the workplace’ (45%). It can be concluded that students’ perceptions of the value and contribution of WIL in providing personal, academic and workplace skills (RO4) are positive overall. 8.4. The relevance of the contents of the current WIL curriculum The fourth research objective (RO4) was to investigate specific WIL outcomes and communication activities in the PR workplace, as experienced by the respondents. The aim of Question 5 was two-fold, namely to endorse the current workintegrated learning programme content already validated in the literature (DiStaso et al., 2009; Skinner & Von Essen, 1994; Yeo & Sriramesh, 2009), and to investigate the industry-relevance of specific WIL outcomes (communication activities), that
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Table 4 Neutral responses to Question 5. WIL activities
‘Neutral’ responses
Research Communication planning Media liaison Event management Writing Production
18% 12% 10% 6% 13% 19%
Graph 3. The content/relevance of WIL activities.
were likewise tested by establishing the frequency of how often the respondents performed these communication activities during the 6 months workplace training period. Given the different roles fulfilled by PR practitioners internationally and in South Africa, it can be deduced that their day-to-day duties comprise a diverse list of activities. Upon the introduction of WIL in the qualification, the classification of PR activities by Skinner and Von Essen (1994) was deemed most appropriate, because of its relevance to the South African context. Although these activities were proven to be appropriate in the literature, the pertinent question whether prospective PR practitioners in South Africa are exposed to these activities still needed to be resolved. The current curriculum comprises research (media monitoring), communication planning, media liaison, event management, writing, and production (layout and design). The content and relevance of the communication activities in WIL (RO4) were investigated by means of seven 5-point Likert-scale questions, with 1 = never, 2 = sometimes, 3 = neutral, 4 = mostly and 5 = always. The findings showed that all the PR activities tested are in fact addressed in the PR environment in which the workplace learning took place–some more often than others. The responses, significantly, indicate that all PR activities were addressed during the WIL learning period, largely either ‘always’ or ‘mostly’. Respondents indicated the frequency of each activity as follows: event management (always = 48%, mostly = 38%), research (always = 44%, mostly = 23%), writing (always = 41%, mostly = 25%), communication planning (always = 33%, mostly = 39%), media liaison (always = 31%, mostly = 37%), and production (always = 22%, mostly = 27%). A noteworthy aspect, which warrants further investigation, is the percentage ‘neutral’ responses as indicated in Table 4. Although the percentages are not higher than those for the other questions, the reasons for being neutral are unclear and this calls for clarity. Based on Meece, Herman and McCombs’s (2003) views on the relevance of the achievement goal theory in choosing, performing, and persisting at various learning activities, it is argued that learners should possess a positive believe and understanding of the value of WIL for it to be beneficial and to meet the set outcomes. Such a learning or mastery orientation embraces the desire for self-improvement and could impact on the perceptions and attitudes of the students towards WIL and its value (Graph 3). 9. Conclusions The survival of global business depends, inter alia, on innovation and creativity on a wide front, at all levels and in respect of all functions of the organisation, including public relations (Swart, 2012b). Such adaptive measures have more often than not impacted on the broader role of public relations and, as substantiated by the literature, has resulted in public
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relations educators recognising the importance of ‘keeping up’ by ensuring the alignment of academic programmes with these perpetual changes (DiStaso et al., 2009; Wolf, 2010). This study examined the industry-relevance and value of the work-integrated learning (WIL) module in the PR Management qualification. It is argued that WIL, in this qualification, within an open distance learning context, facilitates active learning, which allows the transfer of critical, occupation-specific PR skills needed in the PR industry. This study is seen as a starting point for the holistic evaluation of WIL in the PR Management programme and although the industry-relevance and value of WIL were confirmed by the study, the following pertinent noteworthy aspects exist: 1. The prevailing orientations of the PR students and WIL partners towards the ethos of work-integrated learning are unknown. It is necessary to determine the extent to which the students hold a learning or mastery orientation (Meece et al., 2003, point 8.4). The research findings of Harvey, Moon, Geall, and Bower (1997) have indicated that WIL partners have either a ‘value-added’ or ‘stakeholder’ orientation towards the ethos of work experience, which emphasizes either tangible, short-term returns for the organisation, or an emphasis on learning with a long-term view. It will be valuable to explore these orientations of both the prospective PR practitioner (student) and the WIL partners (industry supervisors) to gain a dual perspective of the integration of formal studies with work experience (Swart, 2012a). 2. Time constraints did not allow the inclusion of industry (WIL partners) in this project, nor, equally important, a qualitative analysis of students’ reflective reports. It would be valuable to gain a holistic view by including industry perspectives concerning the state of the WIL component in the PR Management qualification, to ensure its relevance and value. Furthermore, the role and requirements of industry partners should be investigated to construct such a view. 3. A descriptive study is necessary, focusing on the qualitative analysis of students’ and industry partners’ perceptions and experiences. This will allow the in-depth exploration of pertinent aspects, which could provide valuable insight into the value of this WIL module. 4. There is an urgent need for purposeful partnership building that is unfortunately being neglected, due to logistical and staffing constraints. References Benecke, D. (2011). Experiential learning in public relations education in South Africa. Journal of Communication Management, 15(1), 55–69. Bohloko, G., & Mahlomaholo, S. (2008). Work integrated learning quality partnerships: The case of the Central University of Technology, Free State. In E-Proceedings of the WACE Asia Pacific Conference. Retrieved 21.01.13. From http://scholar.google.co.za/scholar?q=E-proceedings+of+the+ WACE+Asia+Pacific+Conference+2008&hl=en&as sdt=0%2C5 Broom, G. M., & Dozier, D. M. (1986). Advancement for public relations role models. Public Relations Review, 12, 37–56. Broom, G. M., & Smith, G. D. (1979). Testing the practitioner’s impact on clients. Public Relations Review, 5(3), 47–59. Council in Higher Education. (2011). Work-integrated learning: Good practices guide. Pretoria. Cutlip, S. M., Center, A. H., & Broom, G. M. (1985). Effective public relations (6th ed.). Englewood Cliffs, NJ: Prentice Hall. Daugherty, E. L. (2011). The public relations internship experience: A comparison of student and site supervisor perspectives. Public Relations Review, 37, 470–477. DHET. Department of Higher Education and Training. (2011). Draft Policy Framework for the Provision of Distance Education in South African Universities. Pretoria. De Wet, G., Meintjies, C., Niemann-Struwig, I., & Goodman, M. B. (2008). Corporate communication practices and trends: South Africa benchmark study 2007/8: Report for Corporate Communication International. Retrieved 10.11.11. From http://www.corporatecomm.org/pdf/CCIBenchmarkreport SouthAfrica July2008.pdf DiStaso, M. W., Stacks, D. W., & Botan, C. H. (2009). State of public relations education in the United States: 2006 report on a national survey of executives and academics. Public Relations Review, 35, 254–269. Elliott, G., & Koper, E. (2002). Public relations education from an editor’s perspective. Journal of Communication Management, 7, 21–33. Emslie, M. (2011). Where is WIL? Including work-integrated learning in descriptions of what it is academics do. Journal of Cooperative Education and Internships, 45(1), 34–44. Ferns, S., & Moore, K. (2012). Assessing student outcomes in fieldwork placements: An overview of current practice. Asia-Pacific Journal of Cooperative Education, 13(4), 207–224. Franz, J. (2007). Work integrated learning for design: A scholarship of integration. In R. Zehner (Ed.), ConnectED Conference on Design Education 2007. 9–12 July 2007. Australia, Sydney. Retrieved 11.01.13. From http://eprints.qut.edu.au/25953/1/Work Integrated Learning for Design-A Scholarship of Integration.pdf Franz, J. (2008). A pedagogical model for higher education/industry engagement for enhancing employability and professional practice. In EProceedings of the WACE Asia Pacific Conference. Retrieved 25.01.13. From http://scholar.google.co.za/scholar?q=E-Proceedings+of+the+WACE+ Asia+Pacific+Conference+2008&hl=en&as sdt=0%2C5 Freudenberg, B., Brimble, M., Cameron, C., & English, D. (2011). Professionalising accounting education – The WIL experience. Journal of Cooperative Education and Internships, 45(1), 80–92. Harvey, L., Moon, S., Geall, V., & Bower, R. (1997). Graduates’ work: Organizational change and students’ attributes. Birmingham: CRQ and AGR (supported by DFEE and CIHE). Hogg, G., & Doolan, D. (1999). Practitioner roles in public relations. European Journal of Marketing, 33(5/6), 597–611. Jaekel, A., Hector, S., Northwood, D., Benzinger, K., Salinitri, B., Johrendt, J., et al. (2011). Development of learning outcomes assessment methods for co-operative education programs. Journal of Cooperative Education and Internships, 45(1), 11–33. Keegan, D. J. (2006). On defining distance education. Distance Education, 1(1), 13–36. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Le Roux, T., & Naude, A. (2011). A profile of South African public relations practitioners in top performing organizations. Journal of Public Affairs, 11(4), 303–315. Meece, J. L., Herman, P., & McCombs, B. (2003). Relations of learner-centered teaching practices to adolescents’ achievement goals. Retrieved 07.06.12. From http://dx.doi:10.1016/j.ijer.2004.06.009 Moller, L. (1998). Designing communities of learners for asynchronous distance education. Educational Technology, Research and Development, 46(4), 115–122.
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Orrell, J. (2004). Work-integrated learning programmes: Management and educational quality. In Proceedings of the Australian Universities Quality Forum 2004. Retrieved 01.06.12. From http://tls.vu.edu.au/vucollege/LiWC/resources/Orrell.pdf Patrick, C.-J., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2008). The WIL (work integrated learning) report: A national scoping study [Austrian Learning and Teaching Council 9ALTC] Final Report]. Brisbane: Queensland University of Technology. Retrieved 14.01.13. From www.altc.edu.ac and www.acen.edu.ac Peach, D., Cates, C., Baden-Wuerttemberg, B. I., Jones, J., & Lechleiter, H. (2011). Responding to rapid change in higher education: Enabling university departments responsible for work related programs through boundary spanning. Journal of Cooperative Education and Internships, 45(1), 94–106. Petersen, B. K., Holtzhausen, D. R., & Tindall, D. R. (2002). Marching the lockstep: Public relations roles in the new South Africa. In Paper presented at the Public relations Division of the Association for Education in Journalism and Mass Communications (AEJMC) Annual Convention Miami, FL. Rothwell, W. J., & Sredl, H. J. (2002). Workplace learning and performance: Present and future roles and competencies (3rd ed.). Amherst, MA: HRD Press. Samadi, F. (2008). Future of work integrated learning in South Africa. Asia-Pacific Journal of Cooperative Education, 11(3), 487–491. SAQA. See South African Qualifications Authority. Sha, B. (2011). 2010 Practice Analysis: Professional competencies and work categories in public relations today. Public Relations Review, 37, 187–196. Skinner, C., & Von Essen, L. (1994). Handbook of public relations. Johannesburg: International Thompson Publishing. South African Qualifications Authority. (2000). Report by Standards Generating Body: Public Relations and Communication Management Pretoria. Steyn, B. (2000a). CEO expectations in terms of PR roles. Communicare, 19(1), 20–43. Steyn, B. (2000b). Strategic management roles of the corporate communication function. South Africa: University of Pretoria (MCom dissertation). Steyn, B. (2000c). The South African CEO’s role expectations for a public relations manager. In Paper presented at Public Relations Society of America (PRSA), Educators Academy Public Relations Research Conference Miami, FL. Steyn, B. (2003). A conceptualization and empirical verification of the strategist, (redefined) manager and technician roles of public relations. In Paper presented at 10th International Public Relations Research Symposium Lake Bled, Slovenia. Steyn, B. (2009). The strategic role of public relations is strategic reflection: A South African research stream. Am. Behav. Sci., 53(4), 516–532. Sturre, V., Keele, S., Von Treuter, K., Moss, S., McLeod, J., & Macfarlane, S. (2012). Construction of an instrument to measure effectiveness of placement setting and experiences. Asia-Pacific Journal of Cooperative Education, 13(4), 225–238. Swanson, D. J. (2011). The student-run public relations firm in an undergraduate program: Reaching learning and professional development goals through ‘real world’ experience. Public Relations Review, 37, 499–505. Swart, C. (2012a). Public relations theory meets practice: A view from the inside. In Paper presented at the International Conference on Communication, Media, Technology and Design (ICMTD), Istanbul Turkey May 09–11. Swart, C. (2012b). Building organisation-public relationships: Towards an understanding of the challenges facing public relations. Communication, 38(3), 329–348. Toth, E. L., Serini, S. A., Wright, D. K., & Emig, A. G. (1998). Trends in public relations roles: 1990–1995. Public Relations Review, 24(2), 145–163. UNESCO. (2002). Open and distance learning: Trends, policy and strategy considerations. Retrieved 12.10.11. From http://unesdoc.unesco.org/images/ 0012/001284/128463e.pdf Unisa, (2008). Open Distance Learning Policy (last modified 2008). Retrieved 12.10.11. From http://www.unisa.ac.za/cmsys/staff/contents/departments/ tuition policies/docs/OpenDistance LearningCouncil3Oct08.pdf Van Heerden, G., & Rensburg, R. (2005). Public relations roles empirically verified among public relations practitioners in Africa. Communicare, 24(1), 69–88. Van Rooijen, M. (2011). Transforming 21st century corporate-university engagement: From Work-Integrated Learning (WIL) to Learning-Integrated Work (LIW). Journal of Cooperative Education and Internships, 45(1), 05–10. Wakefield, G., & Cottone, L. P. (1987). Skills and knowledge required by public relations employers. Public Relations Review, 13(3), 24–32. Weinberg, A. M., & Graham-Smith, G. (2012). Collegiality: Can it survive the corporate university? Social Dynamics, 38(1), 68–86. Werder, K. P., & Strand, K. (2011). Measuring student outcomes: An assessment of service-learning in the public relations campaign course. Public Relations Review, 37, 478–484. Wolf, K. (2008). 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Contents lists available at ScienceDirect
Public Relations Review
An assessment of work-integrated learning for public relations in an open distance learning context Christelle Swart ∗ University of South Africa (Unisa), Department of Communication Science, PO Box 392, Unisa 0003, South Africa
a r t i c l e
i n f o
Keywords: Public relations (PR) Public relations diploma Distance learning Open distance learning (ODL) Work-integrated learning (WIL)
a b s t r a c t Education institutions are increasingly required to ensure the employability of their students through quality and relevant educational programmes. Organisational change, in response to current global challenges, is not a new occurrence and impacts on all levels and functions of the organisation. This is of particular relevance to the field of public relations as an organisational function and it is therefore essential to match theoretical learning with practice, to ensure that the function operates effectively in the broader organisational context. It, moreover, re-establishes the need for the continuous assessment of educational programmes to ensure competent and employable public relations students. Against this background, the questions underlying this study are whether the public relations students of the University of South Africa (Unisa), as prospective public relations practitioners, possess the necessary skills to add value to organisations in their attempt to meet the challenges they face today, and what is the contribution of work-integrated learning in acquiring the necessary industry skills. © 2013 Elsevier Inc. All rights reserved.
1. Introduction Constant changes in the global economy, culture and society compel organisations to review and reposition themselves on a wide front and at all levels and functions of the organisation, to ensure survival and growth (Goodman in Swart, 2012b; Yeo & Sriramesh, 2009). It is evident that the current educational landscape is similarly challenged to operate and survive in a changing world and a modern society (Daugherty, 2011; UNESCO, 2002; Van Rooijen, 2011). The view exists that the university, as traditional custodian of knowledge, could be one of the most recent casualties of worldwide corporatisation which capitalises on the free-market philosophy (Swanson, 2011; Weinberg & Graham-Smith, 2012), and which also has an impact on the education sector. This shift towards corporatisation points mainly to an increase in intensity to satisfy growing consumer demands and to maximise large-scale profits (Van Rooijen, 2011; Weinberg & Graham-Smith, 2012; Wolf, 2008). Within an economy-based and service-oriented society, the challenge for the university is to augment its value-added activities and thus acknowledge the economic advantage of knowledge that is embedded in all its academic endeavours. Furthermore, recognition of such a market-oriented focus calls for the processing of information into knowledge that will be applied in work contexts. This validates the continuous and scrupulous assessment of public relations educational programmes to ensure the relevance of the work-integrated learning (WIL) activities in the National Diploma: Public Relations Management of Unisa. A study by Nethersole (Weinberg & Graham-Smith, 2012, p.73) argued that South African universities, at that point in time, were in the process of transforming themselves into businesses – dissociating themselves from institutions historically
∗ Tel.: +27 12 429 2633. E-mail address: [email protected] 0363-8111/$ – see front matter © 2013 Elsevier Inc. All rights reserved. http://dx.doi.org/10.1016/j.pubrev.2013.10.008
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‘controlled and managed by academics’ – and aspiring to become ‘places of business with (their) main business as education’. Despite arguments for and against the university as a corporation and the prevailing perception that it sacrifices the ‘creation and advancement of knowledge’ and ‘academic identity’ (Emslie, 2011; Marginson in Emslie, 2011), this research study was approached from the view that academic programmes should ultimately satisfy industry needs and that workplace learning is crucial for skills transfer (Daugherty, 2011). Considering the above, it is evident that education institutions are compelled not only to keep pace with global trends and developments that impact the workplace in which their students will eventually be employed (Swart, 2012a), but also to keep track of industry skills requirements to ensure alignment with real-world needs. It is argued that the alignment of these trends and specific public relations skills requirements is essential to ensure a tangible and value-adding contribution to the overall academic development of public relations students and to adequately prepare graduates for the workplace. Evaluation of the work-integrated learning (WIL) component of the National Diploma: Public Relations Management served to determine the value and benefits of WIL in preparing students for the public relations workplace in an open distance learning (ODL) context. This article, firstly, briefly delineates the distance learning context within which the qualification is offered. This is followed by a concise theoretical overview of the function and roles of public relations practitioners, with a particular focus on South Africa. Finally, the article reports on the findings of an online questionnaire that explored the focus, content and value of the WIL module in the public relations qualification. 2. Key concepts For the purpose of this study, the key concepts below are understood as follows: 2.1. Distance education Distance education is a set of learning methods used to teach students who are geographically separated from the learning institution, their lecturers and other students. It applies a collection of methods to create an environment conducive to learning. Unisa is a comprehensive distance education university, and currently the only distance university in South Africa offering the National Diploma: Public Relations Management. 2.2. Open distance learning (ODL) ODL empowers the student to decide when, where, at what pace and how learning will take place and what learning will take place. The ODL approach followed by Unisa is student-centred and aimed at bridging economic, social, educational and geographical barriers in an attempt to, amongst other things, construct knowledge and promote skills development. 2.3. Work-integrated learning (WIL) WIL refers to the integration of formal studies with work experience, thus facilitating the transfer of skills in the workplace. It comprises two interrelated concepts, namely ‘work’ and ‘learning’. Work refers to the place of work where PR is practised and, for the purpose of this study, this is the context in which the theory will be applied by the PR student. Learning is derived from experience (Kolb, 1984) – in the context of this article, workplace experience. It is evident that no single definition for this concept of gaining ‘real-life’ workplace experience exists. Work-integrated learning is often equated to industry-based learning, experiential learning, workplace learning, work-based learning, and work placements and these terms will be used interchangeably throughout the article to refer to the concept of ‘learning in the workplace’. 2.4. Technical and generic skills For the purpose of this study, technical skills refer to ‘discipline-specific skills’ pertaining to public relations practice. This study mainly explored the industry-relevance of ‘public-relations-specific skills’. Generic skills are widely regarded as ‘soft skills’ and are skills that are germane to most work environments (Franz, 2007; Sturre et al., 2012). Generic skills are in some instances classified as ‘employability skills’. 3. Work-integrated learning (WIL) in a distance learning context Distance education is defined by the Department of Higher Education and Training (DHET) of South Africa as a set of teaching and learning strategies (or educational methods) that can be used to overcome spatial and/or temporal separation between educators and students (DHET, 2011, p. 4). Skills shortage is a global phenomenon (Bohloko & Mahlomaholo, 2008; Patrick et al., 2008; South African Qualifications Authority, 2000; UNESCO, 2002). Hence the urgency to redress lack of competence and the need for workplace skills. In a distance learning approach, through a multi-mode of delivery, opportunities are presented to remedy this situation through increased and speedy access to learning, options for retraining and personal enrichment, and the balancing of inequalities between age groups (DHET, 2011; UNESCO, 2002; Unisa, 2008). A high premium is placed on distance education as a framework within which WIL takes place, and the value thereof is perceived to
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be the creation of ‘learning opportunities that are not practical in a traditional classroom setting’ (Ahern, Peck, & Laycock in Moller, 1998, p.115). The value of WIL in an ODL context, first and foremost, is that students gain authentic work experience. For the purpose of this study and with reference to Unisa, distance education is defined as ‘a set of methods or processes for teaching a diverse range of students located at different places and physically separated from the learning institution, their tutors/teachers as well as other students’ (Unisa, 2008) – one that utilises a multimode method of delivery (DHET, 2011). The distance learning approach followed by Unisa aims to overcome ‘economic, social, educational and geographical’ barriers (Unisa, 2008) with the student as focal point. Knowledge and skills development are promoted through increased and speedy access to learning (Swart, 2012a). The National Diploma: Public Relations Management follows a blended approach to the education of its students by combining a range of technologies and deploying ‘physical and virtual’ resources to suit different audiences and contexts (DHET, 2011; Unisa, 2008). This is especially augmented during the WIL period when students are placed in the workplace. During this time students experience human interaction and face-to-face communication, function as team members as part of the public relations/communications department, undertake self-assessment, and engage in constant dialogue with the relevant academic department by means of a variety of technological communication methods and physical contact. The literature supports the importance of WIL as an ‘encounter’ (or point of contact) through which learning – the construction of knowledge, attitudes and values – in distance learning takes place (Moller, 1998; Swart, 2012a; UNESCO, 2002), and it is seen as a valid pedagogy (Patrick et al., 2008, p.(v); Werder & Strand, 2011). The sequential nature/process of work-integrated learning is endorsed in literature and WIL is perceived to encompass learning that is derived from experience, which in turn contributes to the creation of competencies and knowledge (Kolb, 1984; Rothwell & Sredl, 2002; Wolf, 2010). Learning at work is argued to be a ‘horizontal process’ whereby students acquire forms of knowledge in ‘situated or specific contexts’ (Beach in Peach, Cates, Baden-Wuerttemberg, Jones, & Lechleiter, 2011, p. 64). In this qualification (the National Diploma: Public Relations Management) knowledge creation is enabled through the application of theory in the PR workplace (practice) in ‘real-life’ experiences (Wolf, 2008). It embraces various components of learning significant to functioning in a workplace setting.
4. The public relations qualification and work-integrated learning Literature on research into the value and relevance of WIL in a South African context is scarce, which underscores the significant contribution of this study. Firstly, research on WIL in public relations education is limited and focuses mainly on educators and their views of different learning methods used in preparing prospective public relations practitioners for the workplace (Benecke, 2011; Daugherty, 2011; Wolf, 2008). Secondly, from a corporate or business perspective, few studies solicit students’ views and most studies predominantly involve senior public relations practitioners, executives and management (Daugherty, 2011; De Wet, Meintjies, Niemann-Struwig, & Goodman, 2008; DiStaso, Stacks, & Botan, 2009; Le Roux & Naude, 2011; Sha, 2011; Steyn, 2000a, 2000b, 2003; Van Heerden & Rensburg, 2005). This study specifically sought to explore the value of WIL as perceived and experienced by final-year public relations students at Unisa. Lastly, this study is the first and only to date that investigates work-integrated learning in public relations in a distance learning context in South Africa (Swart, 2012a). The National Diploma: Public Relations Management was introduced in 1995, initially without a WIL module. The student profile at that time, and the fact that most students were employed in this field, to a large extent dictated this shortcoming, which has since been addressed through the incorporation of a work-integrated module. The diploma aims to equip students with theoretical knowledge and critical practical skills needed in the South African public relations sector (Swart, 2012a). The value of WIL, which is key to public relations and this qualification, is significant and supported in the literature (Keegan, 2006; Moller, 1998; UNESCO, 2002; Unisa, 2008; Wolf, 2008): • The acquisition of knowledge and skill is undeniably a main advantage of work placements and, combined with the application thereof to ‘authentic settings’ such as the public relations milieu, it is indispensable for educating public relations students (Council in Higher Education, 2011; Daugherty, 2011; Orrell, 2004; Sturre et al., 2012; Ward in Daugherty, 2011). This links closely to the increasing demands for ‘work-ready’ and employable students. • The contribution of work-integrated learning in acquiring generic skills that ultimately enhance employability is widely acknowledged. Work-integrated learning is deemed to comprise a two-fold purpose: firstly, to contribute towards acquiring generic or soft skills; and secondly to augment technical or discipline-specific skills (Franz, 2008). This indicates a move to integrate both theory and practice and the development and application of generic skills (Franz, 2007). An inventory tool by Lizzio and Wilson (Freudenberg, Brimble, Cameron, & English, 2011), relevant to this study, differentiates between the following generic skills: interpersonal skills, self-management skills, learning and adaptability skills, problem-solving skills, concept and oral communication, team skills, information literacy skills, and written communication skills (Franz, 2007; Sturre et al., 2012). • Industry increasingly demands newcomers to be work-ready. This view is supported by a number of universities and scholars in various fields (Ferns & Moore, 2012; Franz, 2008; Kerr in Wolf, 2008; Orrell, 2004; Patrick et al., 2008; Samadi, 2008; UNESCO, 2002; Wolf, 2008) and is reaffirmed by an increase in WIL research articles, published in 2012, and the
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fact that some international universities are increasing their WIL elements and the duration of this training (Peach et al., 2011; Wolf, 2008). • A study by Harvey, Moon, and Geall with Bower as early as 1997 illustrated that students who had undertaken workintegrated learning during their studies deepened their university experience and had less difficulty securing employment in their respective fields of study (Orrell, 2004). • In the distance learning context, the WIL experience fosters increased interaction with the Public Relations academic department, as opposed to a low level of such interaction experienced at residential universities (Keegan, 2006). • Students are actively involved in ‘learning cycles’ that entail learning from their own unique experiences, observation, experimentation and reflection (Benecke, 2011; Kolb, 1984). The notion also exists that students should participate actively in their own education process (Burns in Wolf, 2010), and that they should therefore involve themselves in these WIL experiences and take ownership of their learning. The advantages of WIL on a broader scale are believed to affect and guide students’ educational (academic) plans, and their personal and career choices (Jaekel et al., 2011), and these were specifically explored in an online questionnaire. Furthermore, these advantages particularly include long-term benefits such as discovering long-term interests, aspirations, career interests and fields of further learning (Bourland-Davis, Graham, & Fulmer in Daugherty, 2011; Daugherty, 2011; Van Rooijen, 2011; Watson in Daugherty, 2011). 5. Public relations roles and activities The view that research on the roles of public relations is continuous and critical to the body of knowledge in public relations (Toth, Serini, Wright, & Emig, 1998; Wakefield & Cottone, 1987) is particularly relevant to this study and validates the activities or tasks public relations practitioners fulfil in the organisation. The supposition that these roles are ‘constantly in process’ (Toth et al., 1998, p.145) has since been authenticated by the continuous stream of research into the roles public relations practitioners play (DiStaso et al., 2009; Hogg & Doolan, 1999; Le Roux & Naude, 2011; Petersen, Holtzhausen, & Tindall, 2002; Sha, 2011; Steyn, 2000a, 2000b, 2000c, 2003, 2009; Van Heerden & Rensburg, 2005; Yeo & Sriramesh, 2009). The literature proves that public relations practitioners enact a variety of roles in the organisation (Broom & Dozier, 1986; Broom & Smith, 1979; Cutlip, Center, & Broom, 1985; Elliott & Koper, 2002; Hogg & Doolan, 1999; Steele in Broom and Dozier, 1986) and that public relations practitioners fulfil multiple roles to a varying degree (Ferguson in Broom & Dozier, 1986; Hogg & Doolan, 1999). Two main ‘historic’ roles – that of the communication manager and communication technician, which incorporate all four ‘traditional’ roles (expert prescriber, communication facilitator, problem-solving facilitator, communication technician) – subsequently emerged and still surface in the latest roles research (Le Roux & Naude, 2011; Steyn, 2009; Van Heerden & Rensburg, 2005). Despite extensive international research studies into the influences of the changing global business environment on the roles public relations practitioners are expected to play, which led to a plethora of so-called ‘new conceptual’ and ‘empirical roles’ (various authors in Steyn, 2009), the existence of a three-role typology in South Africa is proven. Steyn’s (2009) comparative analysis of the European Body of Knowledge (EBOK) roles with South African roles confirmed the prevalence of such as role typology, and this was corroborated by Le Roux and Naude (2011). Notwithstanding the strategic-manager-technician roles validated by various researchers, this public relations diploma aims to prepare students for manager-technician roles that are justified as follows. Firstly, the purpose of this qualification, as registered on the National Quality Framework (NQF) of South Africa, is to develop in a person the competence to plan and execute public relations and communication activities, and the outcomes of learning are to execute specialised PR activities, to produce communication media for PR context, to use theory to shape the broader context in which a PR practitioner functions, and to use administration and leadership qualities as a PR professional (South African Quality Authority/SAQA. [sa]). Secondly, the curriculum of this Diploma is based on the traditional or ‘historical’ roles and activities informed by the two-role typology of Broom and Smith (1979), and widely researched in early roles studies. Thirdly, the recent findings of a study by DiStaso et al. (2009) which explored the required skills for ‘entry-level’ applicants (DiStaso et al., 2009) validates the purpose of this qualification. And, finally, the specific outcome for the qualification is further endorsed by the three-role typology (Le Roux & Naude, 2011; Steyn, 2009), which concludes that the two roles mainly played by South African public relations practitioners are manager–technician roles and, only to a lesser extent, a strategic role. It should be noted that this qualification increasingly attracts students already employed as practitioners in the public relations industry. 6. The aim of the study Considering the challenges facing organisations and education providers alike, that demand public relations educators to adequately prepare prospective public relations practitioners to add value in the workplace (Wolf, 2010), the question underlying this study is whether the WIL module equips prospective public relations practitioners with the necessary technical skills to add value to organisations in their attempts to meet the challenges they face today. This study followed mainly a quantitative approach to generate insight into the relevance and value of WIL in the PR Management Diploma offered by Unisa. The study sought to explore the following research objectives (ROs):
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To determine the context within which public relations students address their work-integrated learning module To investigate how the students perceive the role of public relations in the organisations where they completed their work-integrated learning To provide insight into the value and benefits of work-integrated learning in preparing public relations students for the workplace To determine whether the activities in the current curriculum are relevant to the needs of the public relations departments involved in the supervision of work-integrated learning students
7. Methods and procedures A review was conducted of the existing literature on the ODL approach of Unisa and the value of WIL in such an approach, and a succinct overview was obtained of the research on PR roles. This established the foundation of the study and was followed by a research project exploring the focus, content and value of WIL by means of an online questionnaire. The literature already validated the range of communication activities (Skinner & Von Essen, 1994; Yeo & Sriramesh, 2009) currently included in the WIL component, but it was likewise tested in the online questionnaire. 7.1. Respondent characteristics For this study a total of 301 final-year public relations students at Unisa who were in the final stage of their practical training or had completed it between 2008 and 2011, were invited to participate in the online survey. Data was obtained from the WIL database in the academic department and the population as a whole was selected. These final-year students were employed in public relations positions, or were unemployed or employed in unrelated careers or fields at the time of undertaking their work-integrated learning. Invitations to participate were emailed in advance, followed by the online questionnaire. A total of 100 questionnaires were received, constituting a response rate of 33%. 7.2. Instrumentation The content of the online questionnaire stemmed from the current WIL curriculum, South African roles research, Yeo and Sriramesh (2009) findings on managerial and technical activities, and the assessment tool applied by Jaekel et al. (2011) that was adapted for the purpose of this study. The questionnaire was structured according to the following assessment framework (Table 1). 8. Results and discussion The main purpose of this article was to provide an overview of the value and benefits of WIL in preparing Unisa students for the PR workplace, and to provide insight into the industry-relevance of the WIL curriculum, so as to ensure that workplace learning is on a par with the discipline-specific needs of the WIL industry partners in South Africa. Furthermore, it aimed to provide information about the hierarchical position of the PR function and the sector/s mostly involved in providing workplace learning (and who are deemed Unisa’s main industry partners), and finally, to give insight into the students’ perceptions of the role of public relations in the organisation where they received their training. As indicated, the context in which the findings of this research study were interpreted was the PR environment in which Unisa students received their practical training from 2008 to 2011. Students completed their training in a PR environment under the supervision of an experienced PR practitioner who, in addition to ensuring adequate exposure to the communication activities, also provided guidance and evaluated student performance by means of formative and summative assessment. 8.1. Organisational context of the PR position The first research objective (RO1) aimed to provide insight into the context within which students at that particular time completed the WIL module. It investigated the hierarchical position of the PR function (question 1) in the organisations who acted as supervisors and provided insight into the sector (question 2) in which WIL took place. Respondents had to choose between public relations/corporate communication, marketing, human resources, and ‘other’ in Question 1. The respondents mainly indicated that the PR function was placed in a PR/corporate communications department (85%), followed by 14% Table 1 Areas of investigation. WIL assessment framework for the National Diploma: PR Management Question 1 Question 2 Question 3 Question 4 Question 5
Organisational context of the PR function by determining the Hierarchical position and the type of industry in which WIL took place Perceived role of the PR function Students’ perceptions of the value and contribution of WIL in providing personal, academic and workplace skills Students’ perceptions of the specific WIL outcomes and communication activities
RO1 RO2 RO3 RO4
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Graph 1. The perceived roles of public relations in WIL organisations.
who chose the marketing department, thus indicating that the public relations function resorts mainly, and appropriately, in a PR/corporate communications department. Question 2 asked the respondents to select the industry in which their workplace learning took place. The respondents indicated mainly the public sector (53%), followed by the private sector (34%), the non-profit organisational/NGO sector (9%) and other (health, sport, financial). This establishes the significant contribution and involvement of the public sector in the occupation-specific skills development of Unisa students. This commitment is noteworthy and should be nurtured to ensure mutually beneficial and long-term partnerships, as advocated by Wolf (2008). The WIL context is particularly important to ensure a positive learning experience in the workplace. Considering the many challenges that both organisations and the public relations function face, the PR industry must ensure that it remains relevant and contributes to the employability of PR students through the transfer of discipline-specific and generic skills. Within a distance learning approach, the role of industry partners is perceived to be vital, especially because workplace learning necessitates that the student function in a formalised setting (the PR/communication department). In distance learning, students may experience physical isolation from the academic department, and the workplace learning experience can rectify this to some extent. 8.2. Perceived role of the PR function Question 3 explored how students perceived the role of public relations in the organisation that provided their workplace learning (RO2). Respondents had to identify the PR role (strategic, management or technical) in the organisation where the training was completed. A brief description of each role was provided, based on the role characteristics described by Steyn (2009) and Yeo and Sriramesh (2009). As illustrated in Graph 1, respondents perceived the public relations role to be mainly technical, followed by managerial, then other unrelated and lastly strategic. Despite the fact that this aspect was not explored in depth and does not include ‘new conceptual’ or ‘empirical roles’ (Steyn, 2009), the findings (that the roles are mainly technical and managerial) seemingly correlate with, and are confirmed in various South African roles research studies and in public relations literature. 8.3. The value and contribution of WIL in providing personal, academic and workplace skills The fourth research objective (RO4) explored the value of WIL in providing personal, academic and workplace skills, strengths and goals (question 4 in the questionnaire). Twelve 5-point Likert-scale questions were posed, where 1 = “to no extent”, 2 = “to some extent”, 3 = “not sure”, 4 = “to a large extent” and 5 = “to a very large extent”. The questions did not relate to technical or discipline-specific skills, but rather investigated the broader value of WIL in the workplace. The four generic challenges of ‘learning at work’ deemed relevant to WIL programmes, irrespective of the field of study or work, were investigated, namely the need for workplace orientation in a workplace setting; to operate as a member of a ‘working community’; to link theoretical knowledge with learning in the workplace; and to be sensitive to different workplace practices (Beach in Peach et al., 2011). For the purpose of this study, the assessment tool of Jaekel et al. (2011) was deemed suitable and was adapted to specifically investigate workplace skills (point 8.3.3). 8.3.1. Personal skills Three questions aimed to determine the extent to which WIL assisted in identifying personal strengths, weaknesses, and preferences related to the workplace. The respondents indicated that WIL contributed to a large extent to identify personal strengths (50%), to identify personal weaknesses (46%), and to identify personal preferences (49%) (Table 2).
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Table 2 The value of WIL in providing personal skills.
Identify personal strengths Identify personal weaknesses Identify personal preferences
No extent
Some extent
Not sure
A large extent
Very large extent
0% 3% 1%
4% 18% 10%
5% 10% 8%
50% 46% 49%
40% 22% 31%
This question was not compulsory and one respondent chose not to respond. Table 3 The value of WIL in academic motivation.
Academic motivation Opportunity to assess
No extent
Some extent
Not sure
A large extent
Very large extent
4% 5%
16% 11%
6% 11%
46% 44%
27% 28%
This question was not compulsory and one respond chose not to respond.
Graph 2. Value and contribution of WIL in the workplace.
8.3.2. Academic skills Two questions asked respondents to indicate the value of WIL with regard to their academic motivation, and whether it had given them the opportunity to assess and reflect on their progress. The respondents felt that their WIL largely contributed to their academic motivation, and provided adequate opportunity to assess and reflect on their progress during training (Table 3). 8.3.3. Workplace skills The remaining seven questions related to the transfer of skills in the workplace and touched on the value of WIL to clarify career goals, match theoretical learning with practice (work and learn), contribute to technical knowledge of PR, accept a PR position, facilitate professional development in the workplace (self-confidence, teamwork, effective contribution), empower by developing communication and other work-related skills, and improve prospects for employment. The findings are illustrated in Graph 2. In all instances, the responses validated the value of WIL in acquiring workplace skills. Respondents indicated that WIL contributes to ‘a very large extent’ to acquiring the necessary skills to accept a PR position (45%), and to facilitating professional development in the workplace (44%). This showed not only their anticipation to be employed, but also their conviction of the value of WIL. The aspects to which WIL contributes mostly (‘to a large extent’) in terms of workplace skills, were identified by the respondents as: ‘contribute to technical knowledge of PR’ (48%), ‘develop communication and other work-related skills’ (48%), combine ‘work & learn’ (46%), and ‘professional development in the workplace’ (45%). It can be concluded that students’ perceptions of the value and contribution of WIL in providing personal, academic and workplace skills (RO4) are positive overall. 8.4. The relevance of the contents of the current WIL curriculum The fourth research objective (RO4) was to investigate specific WIL outcomes and communication activities in the PR workplace, as experienced by the respondents. The aim of Question 5 was two-fold, namely to endorse the current workintegrated learning programme content already validated in the literature (DiStaso et al., 2009; Skinner & Von Essen, 1994; Yeo & Sriramesh, 2009), and to investigate the industry-relevance of specific WIL outcomes (communication activities), that
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Table 4 Neutral responses to Question 5. WIL activities
‘Neutral’ responses
Research Communication planning Media liaison Event management Writing Production
18% 12% 10% 6% 13% 19%
Graph 3. The content/relevance of WIL activities.
were likewise tested by establishing the frequency of how often the respondents performed these communication activities during the 6 months workplace training period. Given the different roles fulfilled by PR practitioners internationally and in South Africa, it can be deduced that their day-to-day duties comprise a diverse list of activities. Upon the introduction of WIL in the qualification, the classification of PR activities by Skinner and Von Essen (1994) was deemed most appropriate, because of its relevance to the South African context. Although these activities were proven to be appropriate in the literature, the pertinent question whether prospective PR practitioners in South Africa are exposed to these activities still needed to be resolved. The current curriculum comprises research (media monitoring), communication planning, media liaison, event management, writing, and production (layout and design). The content and relevance of the communication activities in WIL (RO4) were investigated by means of seven 5-point Likert-scale questions, with 1 = never, 2 = sometimes, 3 = neutral, 4 = mostly and 5 = always. The findings showed that all the PR activities tested are in fact addressed in the PR environment in which the workplace learning took place–some more often than others. The responses, significantly, indicate that all PR activities were addressed during the WIL learning period, largely either ‘always’ or ‘mostly’. Respondents indicated the frequency of each activity as follows: event management (always = 48%, mostly = 38%), research (always = 44%, mostly = 23%), writing (always = 41%, mostly = 25%), communication planning (always = 33%, mostly = 39%), media liaison (always = 31%, mostly = 37%), and production (always = 22%, mostly = 27%). A noteworthy aspect, which warrants further investigation, is the percentage ‘neutral’ responses as indicated in Table 4. Although the percentages are not higher than those for the other questions, the reasons for being neutral are unclear and this calls for clarity. Based on Meece, Herman and McCombs’s (2003) views on the relevance of the achievement goal theory in choosing, performing, and persisting at various learning activities, it is argued that learners should possess a positive believe and understanding of the value of WIL for it to be beneficial and to meet the set outcomes. Such a learning or mastery orientation embraces the desire for self-improvement and could impact on the perceptions and attitudes of the students towards WIL and its value (Graph 3). 9. Conclusions The survival of global business depends, inter alia, on innovation and creativity on a wide front, at all levels and in respect of all functions of the organisation, including public relations (Swart, 2012b). Such adaptive measures have more often than not impacted on the broader role of public relations and, as substantiated by the literature, has resulted in public
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relations educators recognising the importance of ‘keeping up’ by ensuring the alignment of academic programmes with these perpetual changes (DiStaso et al., 2009; Wolf, 2010). This study examined the industry-relevance and value of the work-integrated learning (WIL) module in the PR Management qualification. It is argued that WIL, in this qualification, within an open distance learning context, facilitates active learning, which allows the transfer of critical, occupation-specific PR skills needed in the PR industry. This study is seen as a starting point for the holistic evaluation of WIL in the PR Management programme and although the industry-relevance and value of WIL were confirmed by the study, the following pertinent noteworthy aspects exist: 1. The prevailing orientations of the PR students and WIL partners towards the ethos of work-integrated learning are unknown. It is necessary to determine the extent to which the students hold a learning or mastery orientation (Meece et al., 2003, point 8.4). The research findings of Harvey, Moon, Geall, and Bower (1997) have indicated that WIL partners have either a ‘value-added’ or ‘stakeholder’ orientation towards the ethos of work experience, which emphasizes either tangible, short-term returns for the organisation, or an emphasis on learning with a long-term view. It will be valuable to explore these orientations of both the prospective PR practitioner (student) and the WIL partners (industry supervisors) to gain a dual perspective of the integration of formal studies with work experience (Swart, 2012a). 2. Time constraints did not allow the inclusion of industry (WIL partners) in this project, nor, equally important, a qualitative analysis of students’ reflective reports. 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