Outcomes-based guidelines for the curriculation of Technikon level public relations education in South Africa.
- Authors: Lowe, Genevieve Isabelle
- Date: 2008-05-28T12:14:04Z
- Subjects: competency based education , universities and colleges , public relations , public relations study and teaching , vocational guidance , South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/381348 , uj:2311 , http://hdl.handle.net/10210/476
- Description: The International Public Relations Association (IPRA) in their Gold Paper No.7 (1990:6) recognises two schools of thought about education and training for public relations : one that it is preparation for a technician level post and the other that it is preparation for management. These two approaches broadly represent that of public relations education in the USA and that in Europe, respectively. These two different approaches differ markedly. South African tertiary education utilises both of these approaches, university education in public relations following the European model, and technikon education following the model of the USA. This has created confusion in industry and, as a result, graduates of both universities and technikons are often not given due recognition. It also results in public relations not realising its true potential. Added to the foregoing, there are fundamental problems in the field of public relations itself, such as its lack of definition and also of scientific status and professionalism. South Africa is currently introducing an outcomes-based approach to education throughout its tertiary education system. While the introduction of a particular curriculation approach such as outcomes-based education would be problematic in the general sense because of the fundamental problems of public relations, it is particularly so in the South African context where public relations education is being offered in accordance with the two different approaches to education. For this reason, this study seeks to provide guidelines for the curriculation of technikon level public relations education within an outcomes-based approach to education. The compilation of a set of guidelines for technikon level public relations education will serve a useful purpose in several directions, as set out below:- (1) The confusion in South African industry with regard to the recognition of the abilities of public relations graduates can be alleviated. (2) The path can be opened for the accreditation of public relations graduates to be instituted. (3) The chances of graduates gaining managerial positions and of becoming members of the dominant coalition of an organisation and of being able to utilise the Excellence Model of public relations practice will be promoted. (4) Research is more likely to be theoretically-grounded and is likely both to increase in volume and to make a worthy contribution to development in South Africa. (5) The chances of the fundamental problems of the field of public relations being engaged will be enhanced and this could make significant contributions to the field on a generic scale. (6) The fulfilment of the requirement of The White Paper (1997) that South African tertiary education carry out its function with economy and efficiency will be facilitated. In order to fulfil the primary purpose, current approaches to tertiary level public relations education will be analysed and assessed in various contexts; weaknesses and strengths in current curriculation perspectives adopted for tertiary level public relations education will be identified; the impact of the educational context on the curriculation of technikon level public relations courses will be analysed; and a theoretical framework for understanding the context of technikon tertiary level public relations education will be developed. The foregoing yield information for the compilation of guidelines and recommendations for technikon level public relations education in South Africa. , Prof. S. Verwey
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Vocationally-oriented public relations education in globalised contexts : an analysis of South African technikon-level public relations education.
- Authors: Ferreira, Elizabeth M.
- Date: 2008-05-28T12:14:22Z
- Subjects: globalization , universities and colleges , vocational guidance , public relations study and teaching
- Type: Thesis
- Identifier: uj:2343 , http://hdl.handle.net/10210/479
- Description: 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
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Understanding career, career guidance and counselling: a Heideggerian perspective.
- Authors: Joubert, Carel W.
- Date: 2007-10-24T08:36:04Z
- Subjects: vocational guidance , Martin Heidegger
- Type: Thesis
- Identifier: uj:11504 , http://hdl.handle.net/10210/111
- Description: This dissertation asks the ontological question relating to the very nature of the entity called ‘career’, and the activities that deal with this entity, namely, career guidance and counselling. To answer this question, it will use the hermeneutical phenomenology of Martin Heidegger, a philosophical thinker. Among Heidegger’s typology of entities – physical objects, non-human organisms, human beings, works and spiritual beings – career is identified as a case of work. Building on Heidegger’s notions of ‘Dasein’ and ‘being-in-the-world’, a work is described as a type of entity that opens and sets up a world. As such, it establishes a background against which human understanding and sensemaking becomes possible. In the world of careers, human beings are revealed in terms of ‘tools’ (instruments) or ‘resources’ (raw materials) for use. This understanding endangers the very nature of what it means to be a human being - a world-forming or world-shaping being. Understanding career as a case of work leads back to the very nature of being human. This means that this type of entity can no longer be called a ‘career’, but is called a ‘lifework’, and is the work that attends to this work called ‘stewardship’. Implications for career guidance and counselling practice are discussed. , Prof. F. Crous
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