The social representation of public relations activism in selected early career South African public relations practitioners
- Authors: Benecke, Dalien René
- Date: 2019
- Subjects: Public relations - Social aspects , Public relations personnel - South Africa
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/400461 , uj:33422
- Description: Abstract : Activism conjures diverse emotions and actions. To the activist it’s a means to achieve change, to social structures such as organisations it’s something to fear and manage as a risk. Society is complex and dissensus and resistance evident in everyday life globally and especially in South Africa, which is the context of this study. Activism and public relations used to be seen as opposing forces, with activism seen as forbidden and a threat to organisational reputation and sustainability (Manheim & Holt, 2015.). Public relations can be defined as a ‘meaning making practice in the cultural economy’ (Curtin & Gaither, 2005:97) with the focus on a participatory approach (MacNamara, 2016c:338) and a socio-cultural focus with the evolution of a reflective paradigm (Holmström, 2010). This definition redefines the role of PRPs beyond a functionalist, reactive communication management role to being an activist for reflective and culturally sensitive change (Holtzhausen, 2007; 2012). Thus becoming a counsellor, communicator and relationship developer and maintainer as proposed in the social integration model of PR (MacNamara, 2016c). This study explored the social representation of PR activism in early career South African public relations practitioners and asked the question as to how selected early career PRPs socially represents their roles as PR activists. To answer this question it was important to explore their perceptions of activism and PR activism; assess and investigate their role enactment during stakeholder engagements. The study also assessed the perceived value of these socially represented role enactments in achieving social change. A qualitative research design was followed with participants purposively sampled based on specific criteria. Autoethnography was also use to provide rich data and contribute to a better understanding of PR activism and how it influence public relations practice in South Africa. The study proposes a theoretical framework for a symbolic intermediation role of PRPs. The role includes constructs such as the PRP as reflective activist and stakeholder activists as partners. A process of symbolic intermediation includes meaning making through anchoring, objectification and specialised knowledge within a poly-contextual, postmodern environment. Symbolic intermediation redefines activism as a symbol of hope and driven by co-developed solutions, based in relational contexts where meaning is co-constructed. An inclusive, reflective view, which is sensitive to other voices aiming for purposeful communication actions which enable meaningful decisions in a socially represented context , D.Litt. et Phil. (Communication Studies)
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- Authors: Benecke, Dalien René
- Date: 2019
- Subjects: Public relations - Social aspects , Public relations personnel - South Africa
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/400461 , uj:33422
- Description: Abstract : Activism conjures diverse emotions and actions. To the activist it’s a means to achieve change, to social structures such as organisations it’s something to fear and manage as a risk. Society is complex and dissensus and resistance evident in everyday life globally and especially in South Africa, which is the context of this study. Activism and public relations used to be seen as opposing forces, with activism seen as forbidden and a threat to organisational reputation and sustainability (Manheim & Holt, 2015.). Public relations can be defined as a ‘meaning making practice in the cultural economy’ (Curtin & Gaither, 2005:97) with the focus on a participatory approach (MacNamara, 2016c:338) and a socio-cultural focus with the evolution of a reflective paradigm (Holmström, 2010). This definition redefines the role of PRPs beyond a functionalist, reactive communication management role to being an activist for reflective and culturally sensitive change (Holtzhausen, 2007; 2012). Thus becoming a counsellor, communicator and relationship developer and maintainer as proposed in the social integration model of PR (MacNamara, 2016c). This study explored the social representation of PR activism in early career South African public relations practitioners and asked the question as to how selected early career PRPs socially represents their roles as PR activists. To answer this question it was important to explore their perceptions of activism and PR activism; assess and investigate their role enactment during stakeholder engagements. The study also assessed the perceived value of these socially represented role enactments in achieving social change. A qualitative research design was followed with participants purposively sampled based on specific criteria. Autoethnography was also use to provide rich data and contribute to a better understanding of PR activism and how it influence public relations practice in South Africa. The study proposes a theoretical framework for a symbolic intermediation role of PRPs. The role includes constructs such as the PRP as reflective activist and stakeholder activists as partners. A process of symbolic intermediation includes meaning making through anchoring, objectification and specialised knowledge within a poly-contextual, postmodern environment. Symbolic intermediation redefines activism as a symbol of hope and driven by co-developed solutions, based in relational contexts where meaning is co-constructed. An inclusive, reflective view, which is sensitive to other voices aiming for purposeful communication actions which enable meaningful decisions in a socially represented context , D.Litt. et Phil. (Communication Studies)
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Experiential learning as implemented by higher education institutions in the education and training of public relations practitioners in South Africa
- Benecke, Dalien René, Benecke, Dalien Rene
- Authors: Benecke, Dalien René , Benecke, Dalien Rene
- Date: 2014-06-23
- Subjects: Active learning - South Africa. , Service learning - South Africa , Experiential learning - South Africa
- Type: Thesis
- Identifier: uj:11584 , http://hdl.handle.net/10210/11295
- Description: M.Tech. (Public Relations Management) , Learning through experience or experiential learning is an aspect of learning that proved to be very challenging to study. This study aimed to investigate the contemporary view of experiential learning and the practices used by higher education service providers In South Africa in the implementation of experiential learning activities in public relations qualifications. Higher education service providers play a significant role in determining the content of a curriculum and for that reason it was decided to start this investigation by focusing on higher education service providers. The study aimed to explore and analyse the concept of experiential learning as it pertains to public relations education and training and develop a framework for effective and standardised implementation. Experiential learning can be defined as a holistic approach to learning in which the learner is actively involved in the learning process by means of concrete experience, abstract conceptualisation, observation and reflection as well as active experimentation. Higher education service providers have included experiential learning activities in their education and training programmes for a number of years. International and local public relations qualifications have as part of the proposed curriculum, internships or cooperative education programmes included as a credit bearing component to the qualification. The research study began by determining what experiential learning is, how higher education service providers view experiential learning, its relevance to public relations education and training and how it is implemented in public relations qualifications across South Africa. Educators, learners and future employers all form part of the stakeholder group involved in the education and training of public relations practitioners for the South African industry. The expectations of these groups of individuals need to be taken into consideration when designing qualifications, and partnerships are needed to ensure that all are involved in achieving the set objectives. Developments in higher education and training in South Africa include the forming of closer working relationships between education and labour...
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- Authors: Benecke, Dalien René , Benecke, Dalien Rene
- Date: 2014-06-23
- Subjects: Active learning - South Africa. , Service learning - South Africa , Experiential learning - South Africa
- Type: Thesis
- Identifier: uj:11584 , http://hdl.handle.net/10210/11295
- Description: M.Tech. (Public Relations Management) , Learning through experience or experiential learning is an aspect of learning that proved to be very challenging to study. This study aimed to investigate the contemporary view of experiential learning and the practices used by higher education service providers In South Africa in the implementation of experiential learning activities in public relations qualifications. Higher education service providers play a significant role in determining the content of a curriculum and for that reason it was decided to start this investigation by focusing on higher education service providers. The study aimed to explore and analyse the concept of experiential learning as it pertains to public relations education and training and develop a framework for effective and standardised implementation. Experiential learning can be defined as a holistic approach to learning in which the learner is actively involved in the learning process by means of concrete experience, abstract conceptualisation, observation and reflection as well as active experimentation. Higher education service providers have included experiential learning activities in their education and training programmes for a number of years. International and local public relations qualifications have as part of the proposed curriculum, internships or cooperative education programmes included as a credit bearing component to the qualification. The research study began by determining what experiential learning is, how higher education service providers view experiential learning, its relevance to public relations education and training and how it is implemented in public relations qualifications across South Africa. Educators, learners and future employers all form part of the stakeholder group involved in the education and training of public relations practitioners for the South African industry. The expectations of these groups of individuals need to be taken into consideration when designing qualifications, and partnerships are needed to ensure that all are involved in achieving the set objectives. Developments in higher education and training in South Africa include the forming of closer working relationships between education and labour...
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Post digital dialogue and activism in the public sphere
- Benecke, Dalien René, Verwey, Sonja
- Authors: Benecke, Dalien René , Verwey, Sonja
- Date: 2020
- Subjects: Post digital dialogue , Activism , Biopower
- Language: English
- Type: Book Chapter
- Identifier: http://hdl.handle.net/10210/456810 , uj:40481 , Citation: Benecke, D.R. & Verwey, S. 2020. Post digital dialogue and activism in the public sphere.
- Description: Abstract: Dialogue in the public sphere includes the biopower of the individual, his or her agency and legitimacy as an activist. Digital technology and social media platforms provide individuals and groups with opportunities to communicate their personal experiences, and to share their opinions and views within various continually evolving digital networks that may or may not consist of structures that can facilitate protest action. Digital dialogue has drastically altered our social and political realities as well as our modes of participation within the virtual public spheres. The purpose with this conceptual paper is to explore the opportunities dialogue in the virtual public sphere offers political protestors to influence more diverse groups, increase their resistance of normative hierarchies and improve quality of participation from like-minded citizens. The discussion is contextualised within a political protest in the Alexandra Township, South Africa.
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- Authors: Benecke, Dalien René , Verwey, Sonja
- Date: 2020
- Subjects: Post digital dialogue , Activism , Biopower
- Language: English
- Type: Book Chapter
- Identifier: http://hdl.handle.net/10210/456810 , uj:40481 , Citation: Benecke, D.R. & Verwey, S. 2020. Post digital dialogue and activism in the public sphere.
- Description: Abstract: Dialogue in the public sphere includes the biopower of the individual, his or her agency and legitimacy as an activist. Digital technology and social media platforms provide individuals and groups with opportunities to communicate their personal experiences, and to share their opinions and views within various continually evolving digital networks that may or may not consist of structures that can facilitate protest action. Digital dialogue has drastically altered our social and political realities as well as our modes of participation within the virtual public spheres. The purpose with this conceptual paper is to explore the opportunities dialogue in the virtual public sphere offers political protestors to influence more diverse groups, increase their resistance of normative hierarchies and improve quality of participation from like-minded citizens. The discussion is contextualised within a political protest in the Alexandra Township, South Africa.
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Development of ‘soft skills’ through extra- curricular project work : The case of the Jozi digital ambassadors project in Johannesburg, South Africa
- Simpson, Zach, Janse van Rensburg, Nickey, Benecke, Dalien René
- Authors: Simpson, Zach , Janse van Rensburg, Nickey , Benecke, Dalien René
- Date: 2018
- Subjects: Engineering education , Project-based learning , Curriculum
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/267590 , uj:28391 , Citation: Simpson, Z., Janse van Rensburg, N. & Benecke, D.R. 2018. Development of ‘soft skills’ through extra- curricular project work : The case of the Jozi digital ambassadors project in Johannesburg, South Africa.
- Description: Abstract: The primary focus of engineering curricula is technical competence. However, literature suggests that a common shortcoming of engineering graduates pertains to so-called ‘softer’ skills such as leadership, team work, time management and communication. Although not core to engineering activity, these competencies are important in the workplace and included in the exit level outcomes of accredited degrees. Development of these competencies can occur by giving engineering students the opportunity of involvement in extra-curricular projects that develop such complementary competencies. This paper discusses the Jozi Digital Ambassadors Project as one such opportunity. The project was launched by the City of Johannesburg, and aimed to roll-out free Wi-Fi to 700 000 Johannesburg residents who previously had no access to free public internet. A further aim was to provide training to these residents regarding how to access the free Wi-Fi and the online services offered by the City. ‘Digital Ambassadors’, unemployed young people who reside in the areas concerned, were appointed to undertake this training on behalf of the City. The University of Johannesburg, tasked with providing mentorship to these ambassadors, identified engineering students who were appointed as mentors. Structured interviews with the mentors were conducted at different stages of the project. The focus of the interviews was on the students’ motivation to participate in the project and their skills development. The development of complementary competencies was one of the factors that motivated the students to join the project and their involvement in the Digital Ambassadors project gave them opportunities to develop leadership and communication skills in a way that the formal university curriculum did not.
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- Authors: Simpson, Zach , Janse van Rensburg, Nickey , Benecke, Dalien René
- Date: 2018
- Subjects: Engineering education , Project-based learning , Curriculum
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/267590 , uj:28391 , Citation: Simpson, Z., Janse van Rensburg, N. & Benecke, D.R. 2018. Development of ‘soft skills’ through extra- curricular project work : The case of the Jozi digital ambassadors project in Johannesburg, South Africa.
- Description: Abstract: The primary focus of engineering curricula is technical competence. However, literature suggests that a common shortcoming of engineering graduates pertains to so-called ‘softer’ skills such as leadership, team work, time management and communication. Although not core to engineering activity, these competencies are important in the workplace and included in the exit level outcomes of accredited degrees. Development of these competencies can occur by giving engineering students the opportunity of involvement in extra-curricular projects that develop such complementary competencies. This paper discusses the Jozi Digital Ambassadors Project as one such opportunity. The project was launched by the City of Johannesburg, and aimed to roll-out free Wi-Fi to 700 000 Johannesburg residents who previously had no access to free public internet. A further aim was to provide training to these residents regarding how to access the free Wi-Fi and the online services offered by the City. ‘Digital Ambassadors’, unemployed young people who reside in the areas concerned, were appointed to undertake this training on behalf of the City. The University of Johannesburg, tasked with providing mentorship to these ambassadors, identified engineering students who were appointed as mentors. Structured interviews with the mentors were conducted at different stages of the project. The focus of the interviews was on the students’ motivation to participate in the project and their skills development. The development of complementary competencies was one of the factors that motivated the students to join the project and their involvement in the Digital Ambassadors project gave them opportunities to develop leadership and communication skills in a way that the formal university curriculum did not.
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Engineering students’ visual metaphors for mentorship : implications for the candidacy period
- Simpson, Zach, Janse van Rensburg, Nickey, Benecke, Dalien René
- Authors: Simpson, Zach , Janse van Rensburg, Nickey , Benecke, Dalien René
- Date: 2017
- Subjects: Engineering education , Mentoring , Mentoring in the professions , Engineers - Employment , Engineers - Training of
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/226828 , uj:22943 , Citation: Simpson, Z., Janse van Rensburg, N. & Benecke, D.R. 2017. Engineering students’ visual metaphors for mentorship : implications for the candidacy period.
- Description: Abstract: Mentorship is important to engineering activity. Yet, little attention is paid to this process within the engineering domain. This paper seeks to remedy this by analyzing the metaphors for mentorship produced by engineering students employed to work as mentors to young adults tasked with training residents in their communities regarding specific digital skills. Metaphors are used because they provide unique insight into the underlying conceptions that individuals hold about a topic or issue. The paper shows not only that metaphors are useful in garnering understanding as to how students conceive of the mentor-mentee relationship, but also that there is scope for using these understandings to provide more focused mentoring during their future candidacy period.
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- Authors: Simpson, Zach , Janse van Rensburg, Nickey , Benecke, Dalien René
- Date: 2017
- Subjects: Engineering education , Mentoring , Mentoring in the professions , Engineers - Employment , Engineers - Training of
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/226828 , uj:22943 , Citation: Simpson, Z., Janse van Rensburg, N. & Benecke, D.R. 2017. Engineering students’ visual metaphors for mentorship : implications for the candidacy period.
- Description: Abstract: Mentorship is important to engineering activity. Yet, little attention is paid to this process within the engineering domain. This paper seeks to remedy this by analyzing the metaphors for mentorship produced by engineering students employed to work as mentors to young adults tasked with training residents in their communities regarding specific digital skills. Metaphors are used because they provide unique insight into the underlying conceptions that individuals hold about a topic or issue. The paper shows not only that metaphors are useful in garnering understanding as to how students conceive of the mentor-mentee relationship, but also that there is scope for using these understandings to provide more focused mentoring during their future candidacy period.
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