Abstract
This study is based on the assumption that globalisation is an inevitable phenomenon, affecting
all spheres of society, including public relations and higher education. The study identifies both
integrating and disintegrating forces of globalisation, and argues that these forces imply different
future scenarios for the global community, depending on the management of globalisation. The
study points out the potential role of public relations in contributing to the management of
globalisation, leading towards a constructive outcome. This potential contribution, however,
brings new demands as far as competencies are concerned. This calls for changes in public
relations education, in order to prepare future practitioners for the strategic skills and paradigm
shift needed in a globalising context. These required changes form the focus of the study, and
are applied to South African technikon-level public relations programmes. The purpose of the
study is to determine the extent to which these programmes provide students with the
competencies required in globalised public relations vocational contexts.
In order to provide a framework, in terms of which public relations education at technikons could
be analysed to reach this goal, a prescriptive generic Globalisation Model was developed for
vocationally-oriented public relations education in global contexts. This model consists of a
recommended curriculum, as well as recommendations pertaining to the functioning of public
relations education departments in the context of globalisation. A prescriptive public relations
education model, formulated by the International Public Relations Association (IPRA) and
published in Gold Paper No. 7 of 1990, together with recommendations to facilitate globalisation
in public relations practice and education, published in Gold Paper No. 12 of 1997 (together
referred to as the IPRA Model), was used as a starting point for the development of a new model.
The new model was developed based on: a critical literature review of the existing IPRA Model;
a study of the impact of globalisation on higher education, and public relations practice and
education; a theoretical perspective incorporating complex, dynamic systems, chaos theory,
network thinking and the principles of a learning organisation; and a worldview which defines
public relations as symmetric, idealistic, critical and managerial, and which emphasises
relationship management as the primary tool of public relations.
Public relations programmes at technikons were analysed by means of qualitative content
analysis in terms of the new, generic Globalisation Model, to determine whether such
programmes provide students with the competencies required in globalised public relations
vocational contexts, as reflected in this model. The latter model was first adapted to the
technikon context in terms of education requirements unique to the African, South African and
technikon systems.
The study concludes that the original IPRA Model is outdated in terms of globalisation,
especially as far as the 1990 section is concerned, and recommends that IPRA prescribe a new
model for the new millennium. It also indicates that the new Globalisation Model has validity as
a recommended model for globalisation of vocationally-oriented public relations education, at
least as far as technikons in South Africa are concerned. It consequently offers recommendations
for further application of this model, at both a South African and international level.
With regard to technikons, the study indicates that the standardised curriculum prescribed for
public relations programmes offered by these institutions is outdated as far as technological,
African, theoretical, research, social responsibility, financial and global perspectives to public
relations are concerned. The study shows that, collectively, technikons have adapted this
curriculum to incorporate recent local and global developments affecting public relations, but
that deficiencies still exist, especially with regard to public relations, the Internet and other new
technology, international public relations and a theoretical base for public relations. Deficiencies
are also identified with regard to the approach followed by public relations education
departments, in terms of the contribution of these departments to the globalisation of higher
education, as well as globalisation in public relations practice and education. A number of
recommendations are made to address the identified deficiencies. Recommendations are also
made for further research.
Prof. S. Verwey