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The goal of the study is to develop an integrated, non-sequential framework for excellent public relations management for the financial services sector in Ghana. The study empirically analyzes how PR is conceptualized and practiced in relation to the purpose (models) and roles (activities).

The study adopted the qualitative in-depth interview approach to gauge the views of 22 PR practitioners.

Practitioners of most communication departments have no PR background, and this influenced their conceptualization of PR. Essentially, PR in Ghana is shaped, to a large extent, by a western ideology. PR is however influenced greatly by strong interpersonal relationships, which is premised largely on the culture of the country. What is obvious is that PR in the financial services sector is not fully strategic. Although practitioners occupy managerial roles, they are limited in their ability to make impact due a lack of understanding by management about the purpose of PR and budgetary constraints.

The use of a qualitative approach means the result cannot be generalized. As the study focussed on one sector, it will be essential to look at other sectors using a generalized sample.

The study developed an integrative non-sequential PR framework based on literature and empirical findings. The framework differs in certain aspects from some of the recommendations made by literature for an excellent PR practice.

In the context of debates about the performance of Higher Education (HE) in which quantitative measures proliferate, this chapter reports the top line observations of an initial exploration of the preparedness for practice of recent graduates of a Public Relations (PR) course at a post-1992 United Kingdom (UK) Higher Education Institution (HEI). Preparedness for practice is chosen as a conceptual lens (as preparedness for the uncertainty of practice) because HEIs frequently promise it. Using a Bourdieusian framework, preparedness is considered in relation to habitus-field match and HE performance as capital-added in habitus transformation. The chapter offers a complementary way of considering the dynamic between educator and recent graduate agency and how that might be applied when studying course and student performance, designing curricula and developing appropriate ‘signature pedagogies’, especially for those HE actors tasked with delivering against the ‘promise’ of graduate preparedness. In considering preparedness for practice as a performative function of HE, the chapter is located in wider societal debates about the ‘worth’ of HE and offers insight for educators of future PR practitioners.

Exposing the hidden lives of female public relations (PR) practitioners requires deep connection with those lives. Stories need to be uncovered, interrogated, and ultimately told, to shine a light on the lived experiences of those working in PR. The methods used to collect these stories require deep immersion in the field and the ethnographic method is ideal for this. Ethnographic research methods have long been utilised to gain insights into the lived experiences of individuals and communities. This chapter provides an understanding of the strengths and limitations of ethnographic research methods in capturing the nuances of women's experiences of working in PR.

Organisational ethnography is an established field in business studies and has been used to investigate disciplines cognate to PR, including advertising and media, but, to date, has failed to be fully explored in PR research. This chapter examines the potential for ethnography to open new areas of PR theory and considers its potential as a means of bridging the gap between PR theory and practice.

Ethnography is not without its limitations; key concerns surround objectivity, the role of the researcher, and that of the participant, and ethics. Nonetheless, this method would appear to offer huge potential for the study of PR practices; the diverse nature of the sector makes it a rich area to study.

This chapter explores the potential of this method to offer an opportunity to investigate areas such as working practices, ethics in practice, power, gender, diversity, and culture.

This paper reviews the history of public relations (PR) education in the UK in the context of the process of professionalisation. Drawing on the sociology of the professions, it describes the criteria for an occupation to be accorded professional status and the role of education in that process. The relationship between academia and practice is given some consideration and some of the challenges facing practitioners and academics in relation to legitimacy and status are identified. Finally, the paper suggests some new issues for research in the field and argues for an ethnographic turn in PR.

The purpose of this paper is to report on the degree of success in international assignments that public relations (PR) practitioners experience and explores the influence of both organizational culture and national culture.

PR practitioners in the USA and South Africa were surveyed.

Results show that there is no difference between PR practitioners from the USA and South Africa with experience in international assignments, in terms of degree of success in international assignments and of level of preparedness for international assignments. It was also found that there is no significant correlation between national culture or organizational culture and the degree of success in international assignments for those respondents with international experience.

The response rate was limited and therefore the results cannot be generalized. Future research would be to further extend this study to include additional countries.

The results support the concept that a PR practitioner with an organic organizational culture and a long‐term orientation of national culture will be better prepared to engage in international assignments than a practitioner with a mechanistic organizational culture and a short‐term orientation of national culture.

This study adds to the literature on international PR practice, and compares the practice in a developing economy, South Africa, to a developed economy, the USA.

The 15‐year study of excellence in public relations and communication management in the USA, the UK and Canada produced an explanation of the value of PR to an organisation and a set of theoretical principles describing how the communication function should be organised, structured and practised in an organisation. These principles provide a theoretical benchmark for auditing the quality of a PR unit. This paper identifies the implications of these principles for PR education at the undergraduate, postgraduate and continuing education levels and for management education in MBA programmes. The excellence study suggests, first, that all PR education must instil in students the view that PR is a strategic managerial function rather than a technical support function for other managerial functions. Undergraduate programmes should continue to develop superior communication skills in their students, but they must frame these technical skills in principles of strategic management, research and ethics and social responsibility. Postgraduate and continuing education programmes should focus on strategic management and research skills and educate future managers to be ethics officers in the organisation. MBA programmes should include a unit on PR in a subject area such as strategic management, public affairs or corporate social responsibility to prepare them to work with PR professionals when they become senior executives. PR education at all of these levels and in both communication and MBA programmes should educate students to practise PR globally.

The purpose of this paper is to explore how public relations (PR) professionals develop co-narratives with legal counsel when formulating crisis communication strategies. Understanding how PR practitioners work with their legal counterparts may help lead to more advanced and effective PR practice in the area of crisis communication and management. The authors attempt to do so in this study through interviews conducted with PR practitioners in two Asian countries – South Korea and Singapore.

In total, 11 semi-structured interviews with PR consultants, 6 in Korea and 5 in Singapore were conducted between May and August 2016. Data analyses revealed key points of interest for PR practice.

First, PR consultants in both countries reported increased collaboration with legal counsel in times of crisis. Second, PR consultants report that legal professionals have begun to realize the significance of winning in the court of public opinion. However, the process by which PR–legal collaboration takes place to develop co-narratives followed extremely different patterns in the two countries.

This exploratory study is not exempt from limitations. The findings from this study may not be applicable to other countries. As data collection in both countries relied on snowball sampling techniques, the participants in the interviews may not be representative of PR consultants in South Korea and Singapore. E-mail interviews had limitations due to their lack of richness and details compared to other forms of interviews (i.e. face-to-face or Skype interviews). However, computer-mediated interviews including e-mail interviews can still create good level of understandings about the phenomenon in question.

This study was an attempt to understand PR–legal collaboration particularly in times of crisis and contribute to the development of Asia-centric models of PR practice. There has been little research that explores how legal and PR counsels actually collaborate to devise optional crisis communication strategies for their clients (or organizations) in the times of crisis. Given that crisis communicative strategies have been shown to affect publics’ perceptions of an organization’s credibility and trustworthiness, it is important to understand how PR work with legal practitioners to develop co-narratives for optimal crisis management, and understand how their different professional perspectives, practices, and approaches affect the collaboration.

This paper identifies key forces influencing the degree of managerial public relations (MPR), i.e. the practice of public relations (PR) as a strategic tool.

Using survey data of nearly 300 PR consultants from English firms, the authors propose a conceptual framework of MPR and test it through structural equation modeling (SEM).

Findings reveal that research expenditure and importance given to qualifications are key antecedents of MPR. Surprisingly, while the direct effect of the perceived quality of PR graduates on the practice of MPR is non‐significant, the indirect effect through research expenditure is highly significant and negative.

Future research is encouraged to identify key drivers of MPR by investigating clients' perceptions on this topic. Such an approach would bring interesting guidelines for improving the agency‐client relationship as well as consultancies' performance. Research is also encouraged to investigate not only MPR antecedents, but also MPR outcomes.

From a practitioner perspective, a better comprehension of MPR might promote the understanding of PR as a strategic tool, the understanding of the client's problem from a strategic standpoint, the inclusion of research and evaluation in the PR process, and incursion in long‐term policies.

Following the principle of strategy‐environment co‐alignment, this paper shows that the practice of PR is a result of a strategic response by consultants to the interplay of internal and external forces over their consultancy firm.

The purpose of this paper is to identify the position of creativity within Australian public relations courses and explore how academics embed what is often identified by industry as a core skill for future and current practitioners.

The study consists of semi-structured interviews with 15 public relations academics to examine their views on the value and delivery of creativity in the public relations curriculum.

The findings of this exploratory study indicate creativity is addressed implicitly by educators who rely on personal and internalised knowledge rather than the application of a specific theory or body of knowledge pertaining to creativity. In addition, it identifies a series of challenges educators face including students' lack of confidence when required to be creative and a lack of clarity on how to successfully evaluate creativity in assessment tasks.

Creativity has been identified as a vital future workplace skill and highlighted as an important capability in global best practice frameworks for public relations professionals. However, the successes and barriers experienced by educators who are responsible for building and evaluating students’ creative abilities have yet to be specifically explored. In response, this study considers educators' perceptions of their practice with regard to this prominent professional attribute and applies this knowledge to argue for theory-led pedagogies, particularly the use of models that emphasise the social nature of creativity, to demystify creativity and enhance students' work readiness as future practitioners.

Public relations (PR) education has not kept pace with the rapid globalisation that has occurred since 1992. The existing PR body of knowledge, and PR curricula around the world, have a US bias. In order to prepare PR students in various parts of the world to become effective multicultural professionals it is essential for experiences and perspectives from other continents to be integrated into PR education. The complexities of societal factors such as culture, political systems and media systems make Asia a challenging place to conduct strategic PR. It is time for educators to integrate experiences from other continents into the PR body of knowledge, thereby building PR curricula that contribute to training truly multicultural PR professionals.