VOCATIONALLY-ORIENTED PUBLIC RELATIONS EDUCATION IN GLOBALISED CONTEXTS: AN ANALYSIS OF SOUTH AFRICAN TECHNIKON- LEVEL PUBLIC RELATIONS EDUCATION

Transcription

1 VOCATIONALLY-ORIENTED PUBLIC RELATIONS EDUCATION IN GLOBALISED CONTEXTS: AN ANALYSIS OF SOUTH AFRICAN TECHNIKON- LEVEL PUBLIC RELATIONS EDUCATION by ELIZABETH M. FERREIRA THESIS submitted in partial fulfilment of the requirements for the degree DOCTOR LITTERARUM ET PHILOSOPHIAE in CORPORATE COMMUNICATION in the FACULTY OF ARTS at the RAND AFRIKAANS UNIVERSITY PROMOTER: PROF. SONJA VERWEY NOVEMBER 2003

2 i ACKNOWLEDGEMENTS I would like to express my sincere gratitude to the following persons and bodies, who contributed to the completion of this study: * my promoter, prof. Sonja Verwey, who, with her expertise and insight, provided valuable suggestions * colleagues and ex-colleagues from the following technikons: Cape Technikon, Durban Institute of Technology, Port Elizabeth Technikon, Technikon Pretoria, Technikon SA, Technikon Witwatersrand and Vaal Triangle Technikon. Your friendship, willingness to share information, and your encouragement and good wishes taught me the true value of networking. * the CTP, PRISA and IPRA, whose members were always ready to assist with information and encouragement * staff at the Port Elizabeth Technikon library, whose efficient and friendly service took a huge load off my shoulders * Helen Allen and Hennie Meyer for assisting with editing and proof-reading * the National Research Foundation and Port Elizabeth Technikon who provided funding for this study I also acknowledge the indirect role of my father, Jan, who taught me the unity of all, and my mother, Elize, for her example of integrity. May this study offer a small contribution towards the evolvement of the global community in the direction of unity and planetary consciousness.

3 ii 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.

4 iii 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.

5 iv OPSOMMING Hierdie studie is gebaseer op die aanname dat globalisering >n onvermydelike verskynsel is wat alle aspekte van die samelewing beïnvloed, insluitende skakelwerk en hoër onderwys. Die studie identifiseer sowel integrerende as disintegrerende invloede van globalisering en voer aan dat hierdie invloede verskillende toekomstige scenario=s impliseer, afhangende van hoe globalisering bestuur word. Die studie toon aan dat die skakelberoep oor die potensiaal beskik om >n bydrae te lewer om globalisering te bestuur tot >n opbouende uitkoms. Hierdie potensiële bydrae stel egter nuwe vereistes wat vaardighede betref en impliseer dat onderwysprogramme in skakelbestuur aangepas moet word om toekomstige praktisyns voor te berei vir die strategiese vaardighede en verandering in perspektief wat benodig word in >n globaliserende konteks. Die aanpassings wat benodig word, vorm die fokus van die studie en word toegepas op skakelprogramme aangebied op technikonvlak in Suid-Afrika. Die doel van die studie is om te bepaal in watter mate hierdie programme studente toerus met die vaardighede wat benodig word in geglobaliseerde beroepsgerigte skakelkontekste. Ten einde >n raamwerk te bepaal in terme waarvan skakelonderwysprogramme aan technikons ontleed kon word om die navorsingsvraag te beantwoord, is >n generiese Globaliseringsmodel ontwikkel vir beroepsgerigte skakelonderwys in geglobaliseerde kontekste. Hierdie model bestaan uit >n aanbevole kurrikulum asook aanbevelings wat gerig is op die funksionering van departemente wat skakelpraktisyns oplei aan technikons, soos wat dit verband hou met globalisering. >n Voorskriftelike skakelonderwysmodel wat geformuleer is deur die International Public Relations Association (IPRA) en gepubliseer is in hierdie liggaam se Gold Paper No. 7 van 1990, tesame met verdere aanbevelings betreffende die globalisering van skakelwerk en -onderwys, soos gepubliseer in dieselfde liggaam se Gold Paper No. 12 van 1997 (gesamentlik na verwys as die IPRA-model), is as vertrekpunt gebruik vir die ontwikkeling van >n nuwe model. Dié nuwe model is ontwikkel na aanleiding van >n kritiese literatuuroorsig van die IPRA-model; >n studie van die impak van globalisering op hoër onderwys asook die skakelpraktyk en skakelonderwys; >n teoretiese perspektief gegrond op komplekse, dinamiese sisteme,

6 v chaosteorie, netwerkdenke en die beginsels van >n lerende organisasie; asook >n wêreldbeskouing wat skakelwerk definieer as simmetries, idealisties, krities en bestuursgerig, en die bestuur van verhoudinge as die primêre funksie van skakelwerk aanvaar. Skakelprogramme aan technikons is deur middel van kwalitatiewe inhoudsontleding ontleed in terme van die nuwe Globaliseringsmodel om te bepaal of hierdie programme studente toerus met die vaardighede wat benodig word in geglobaliseerde beroepsgerigte skakelkontekste, soos gereflekteer in hierdie model. Laasgenoemde model is eers aangepas by die technikonkonteks in terme van onderwysbehoeftes wat spesifiek van toepassing is op Afrika, Suid-Afrika en technikons. Die studie toon aan dat die oorspronklike IPRA-model verouderd is in terme van globalisering, veral wat die 1990-gedeelte van hierdie model betref. Daar word dus aanbeveel dat IPRA >n nuwe model voorskryf vir die nuwe millennium. Die gevolgtrekking word ook gemaak dat die nuwe Globaliseringsmodel geldig is as >n aanbevole model vir globalisering van beroepsgerigte skakelonderwys, ten minste wat technikons in Suid-Afrika betref. Aanbevelings word dus gedoen vir verdere toepassing van hierdie model, beide op Suid-Afrikaanse en internasionale gebied. Met verwysing na technikons toon die studie aan dat die gestandaardiseerde kurrikulum, soos voorgeskryf vir skakelprogramme aan hierdie instansies, verouderd is wat tegnologiese, Afrika-, teoretiese, navorings-, sosiale verantwoordelikheids-, finansiële en globale perspektiewe tot skakelwerk betref. Daar word aangetoon dat technikons hierdie kurrikulum gesamentlik aangepas het ten einde onlangse plaaslike en globale ontwikkelinge te reflekteer, maar dat tekortkominge steeds bestaan, veral wat betref die gebruik van die Internet en ander nuwe tegnologie in skakelwerk, internasionale skakelwerk en >n teoretiese onderbou vir die skakelveld. Die studie toon ook >n aantal tekortkominge aan in die benadering wat gevolg word deur departemente wat skakelprogramme aanbied, ten opsigte van hul bydrae tot globalisering in hoër onderwys, die skakelprofessie en skakelonderwys. Aanbevelings word gedoen ter verbetering van skakelonderwys aan technikons, asook vir verdere navorsing.

7 vi TABLE OF CONTENTS ACKNOWLEDGEMENTS...i ABSTRACT...ii OPSOMMING...iv LIST OF FIGURES AND TABLES...xxii LIST OF ABBREVIATIONS...xxv CHAPTER 1: FOCUS, SCOPE AND OUTLINE OF THE THESIS 1.1 INTRODUCTION AND BACKGROUND TO THE STUDY PROBLEM STATEMENT AND GOAL OF THE STUDY THEORETICAL PERSPECTIVE OF THE STUDY DELIMITATION OF THE STUDY Theoretical delimitation Empirical delimitation RESEARCH METHODOLOGY DEFINITIONS OF, AND APPROACHES TO, KEY CONCEPTS Globalisation and internationalisation in the context of higher education and training International communication, global communication and intercultural communication Public relations and corporate communication Competence and competencies Education and training Vocational vs generic education Technikons within the South African tertiary education landscape...31

8 vii Schools of thought about the purpose of public relations education The approach of this study to the purpose of public relations education in the context of transition in the South African tertiary education sector Curriculum and related terms Curriculum Education model vs curriculum model in the context of SAQA and the NQF Subject, discipline, instructional offering, instructional programme and syllabus OUTLINE OF CHAPTERS...41 CHAPTER 2: GLOBALISATION: AN OVERVIEW OF THE IMPACT ON HIGHER EDUCATION 2.1 INTRODUCTION TOWARDS A DEFINITION: DISCOURSES OF GLOBALISATION Globalisation as an economic process Globalisation and greater communication connectivity and information flow Globalisation as more than an economic process Globalisation and the role of culture Interconnection of globalisation and localisation Globalisation as a movement towards global consciousness and understanding Globalisation as applied to higher education HISTORICAL DEVELOPMENT OF GLOBALISATION Globalisation as a stage in social evolution Globalisation as a managerial paradigm evolving out of previous economic systems...52

9 viii Factors contributing to the development of contemporary globalisation Development in telecommunication technology History of the Internet Development of the Internet in the higher education and commercial sectors in South Africa Other contributing factors South Africa emerging as a global player South Africa's role in global integration in Africa DEVELOPMENT OF GLOBALISATION IN HIGHER EDUCATION Global associations in higher education Global connectedness emerging in higher education in South Africa South Africa's role in globalisation of higher education in Africa Global connectedness emerging in technikon education CONSEQUENCES OF GLOBALISATION AND ITS IMPACT ON HIGHER EDUCATION Human-machine-units interacting in networks, resulting in changing thought patterns Cultural integration A new economy Changing role of the nation-state THEORETICAL APPROACHES TO THE STUDY OF GLOBALISATION Rejection of the Global Village metaphor A new paradigm: the Worldwide Mind The network approach Communication as ecology The Global Mindset as a managerial paradigm...80

10 ix Evolution theory and complex, dynamic systems The globalising world in a transitory state Integrating and disintegrating forces of globalisation Integrating forces Increased connectivity and information flow Empowerment of the individual Increased awareness and global understanding Increased democracy Development and alleviation of poverty Political cooperation and reform Preservation of culture Disintegrating forces Job losses, exploitation of workers and financial disparity Cultural imperialism Marginalisation and inequality in access to information Social decline Arguments against some of the criticisms discussed above THE ROLE OF HIGHER EDUCATION IN STRIVING TOWARDS A POSITIVE OUTCOME OF GLOBALISATION Globalisation oriented towards human development: a view to the future The potential role of higher education in managing globalisation Conditions for higher education to participate in managing globalisation towards human development The potential role of higher education in counteracting the disintegrating forces

11 x of globalisation Research followed by multilateral dialogue A people-centred approach Global restructuring Global regulation and ethics Effective government framework Improved regional strategies Emphasis on development Appropriate managerial paradigms A holistic, global perspective A global mindset in strategic communication Standardisation vs adaptation: making an appropriate choice Multiculturalism Renewing education programmes and emphasising lifelong learning IMPLICATIONS OF GLOBALISATION FOR TECHNIKONS Implementing change management and pursuing entrepreneurship Forming strategic alliances Keeping up with technological changes Adopting a global mindset Renewing education programmes IMPLICATIONS OF GLOBALISATION IN HIGHER EDUCATION FOR THIS STUDY SUMMARY...129

12 xi CHAPTER 3: PUBLIC RELATIONS PRACTICE AND EDUCATION: A DEVELOPMENTAL AND THEORETICAL PERSPECTIVE 3.1 INTRODUCTION TOWARDS A CONCEPTUALISATION OF PUBLIC RELATIONS Defining public relations in terms of its evolvement Worlviews affecting the conceptualisation of public relations Hutton=s alternative framework to conceptualise public relations Definitions based on the symmetric model and Hutton=s paradigm RESEARCH PARADIGMS IN PUBLIC RELATIONS The rhetorical perspective The critical perspective The systems perspective THE DEFINITION AND PARADIGM SELECTED FOR THIS STUDY APPROACHES TO REVIEWING THE HISTORICAL DEVELOPMENT OF PUBLIC RELATIONS HISTORICAL DEVELOPMENT OF PUBLIC RELATIONS IN TERMS OF THE SYSTEMS APPROACH HISTORICAL DEVELOPMENT OF PUBLIC RELATIONS IN TERMS OF THE STRUCTURAL APPROACH American development Public relations practice Public relations education International development Public relations practice Public relations education African development...157

13 xii South African development Public relations practice Public relations education Development on the rest of the continent Public relations practice Public relations education Global Alliance for Public Relations and Communication Management THE IMPACT OF GLOBALISATION ON PUBLIC RELATIONS PRACTICE AND EDUCATION The influence of global forces on public relations Public relations and the New Economy Public relations and the Communication Revolution Public relations and the Network Society The potential role of public relations in counteracting the disintegrating forces of globalisation Research followed by multilateral dialogue A people-centred approach Global restructuring Global regulation and ethics Effective government framework Improved regional strategies Emphasis on development Appropriate managerial paradigms A holistic, global perspective A global mindset in strategic communication Standardisation vs adaptation: making an appropriate

14 xiii choice Multiculturalism Education Counteracting online sabotage in pubic relations THEORETICAL PERSPECTIVE FOR THE STUDY The systems approach Benefits of systems theory Criticism of systems theory The systems approach applied to organisations The systems approach applied to public relations The network approach The use of networks in public relations Complex, dynamic systems Chaos theory Learning organisations Complex, dynamic systems, networks, chaos theory and learning organisations applied to globalisation and public relations Systems and networks, chaos theory and learning organisations applied to public relations education SUMMARY CHAPTER 4: A MODEL FOR VOCATIONALLY-ORIENTED PUBLIC RELATIONS EDUCATION IN GLOBAL CONTEXTS 4.1 INTRODUCTION THE TECHNIKON SYSTEM IN SOUTH AFRICA The development of technikons...212

15 xiv The nature and philosophy of technikon education Cooperative education Community involvement Research Entrepreneurship and job creation Internationalisation The structure and requirements of technikon qualifications Quality assurance at technikons The Standards Generating Body for Public Relations and Communication Management PUBLIC RELATIONS EDUCATION AT TECHNIKONS IN SOUTH AFRICA GLOBAL REQUIREMENTS FOR PUBLIC RELATIONS EDUCATION: THE IPRA MODEL The IPRA Wheel of Education and recommendations of Gold Paper No Recommendations of Gold Paper No Recommendations in Part 1 of Gold Paper No Recommendations in Part 3 of Gold Paper No IMPLICATIONS OF THE SELECTED THEORETICAL PERSPECTIVE FOR THE DEVELOPMENT OF A GENERIC MODEL REVIEW OF THE IPRA MODEL IN TERMS OF COMPETENCIES REQUIRED IN GLOBALISED PUBLIC RELATIONS CONTEXTS The model of Gold Paper No The outer circle of the IPRA Wheel of Education The middle circle of the IPRA Wheel of Education The inner circle and core curriculum of the IPRA Wheel of Education

16 xv Other aspects The recommendations of Gold Paper No Recommendations in Part 1 of Gold Paper No Recommendations in Part 3 of Gold Paper No THE NEED TO ADAPT THE IPRA MODEL IN THE CONTEXT OF GLOBALISATION THE GENERIC VOCATIONALLY-ORIENTED GLOBALISATION MODEL DEVELOPED FOR THIS STUDY Introduction The generic Wheel of Education Recommended core curriculum to cover the central circle General recommendations HOW THE GENERIC GLOBALISATION MODEL NEEDS TO BE ADAPTED IN THE TECHNIKON CONTEXT The need to adapt the generic Globalisation Model to regional and local systems Annexure to add to the generic Globalisation Model for application to technikons SUMMARY CHAPTER 5: RESEARCH METHODOLOGY AND RESULTS 5.1 INTRODUCTION RESEARCH ORIENTATION PROBLEM STATEMENT AND GOAL OF THE STUDY RESEARCH DESIGN...304

17 xvi 5.5 DESIGN AND EXECUTION OF THE CONTENT ANALYSIS STUDY The unit of analysis and time frame of the study The standardised curriculum The adapted curricula Implementation of public relations programmes Category system for analysis Data collection techniques Qualitative interviews Gathering and analysing documents Data gathering Exploratory pilot study Interview phase Follow-up procedures Measures to address trustworthiness Processing of results Phase Phase Phase RESEARCH FINDINGS The adapted Wheel of Education The rest of the adapted Globalisation Model Academic qualifications and industry experience of lecturers Use of guest lecturers and visits to places of interest Books and other prescribed texts Case studies prescribed...377

18 xvii Structure, format and monitoring of cooperative education Intake of students and programmes offered Languages and other electives offered at diploma level Remedial training in English Student involvement in service to the community Departmental networking within the technikons External networking on a national basis International networking Student participation in PRISA activities Student participation in IPRA and/or other local/international bodies Collaboration with foreign tertiary institutions Departmental involvement in other joint ventures Departmental websites Enrolment of foreign students Inter/multidisciplinary assignments Classification of network roles held by departmental members External environmental knowledge output provided by lecturing staff Opportunities for international scholarships for staff and students, and official technikon exchange agreements with foreign tertiary institutions Cooperative education abroad Internal support systems and facilities Utilising the services of departments of student development/counselling...408

19 xviii Subscription to local and foreign periodicals Size and composition of advisory committees Monitoring the performance of alumni Review of education programmes Quality management systems Additional comments SUMMARY CHAPTER 6: CONCLUSIONS AND RECOMMENDATIONS 6.1 INTRODUCTION CONCLUSIONS AND RECOMMENDATIONS REFERRING TO SUB-QUESTION Conclusions and recommendations relating to the generic contribution of this study Conclusions and recommendations regarding the competencies required for vocationally-oriented public relations education in global contexts The contribution of the Globalisation Model in terms of theory development The introduction of a new paradigm and education model Theoretical scope Validity Heuristic value Openness Conclusions and recommendations relating to the South African contribution of this study CONCLUSIONS AND RECOMMENDATIONS REFERRING TO SUB-QUESTION 2,

20 xix IN REFERENCE TO THE EXISTING IPRA MODEL The approach to public relations in terms of worldviews The approach to public relations in the context of globalisation The application of a global mindset The application of systems, network and chaos theory thinking The approach to public relations education in terms of managerial vs technical education Concluding remarks and recommendations CONCLUSIONS AND RECOMMENDATIONS REFERRING TO SUB-QUESTIONS 2 AND 3, IN REFERENCE TO TECHNIKON-LEVEL PUBLIC RELATIONS EDUCATION Conclusions regarding the current approach to, and curriculation of, public relations education at technikons The approach to public relations in terms of worldviews The approach to public relations in the context of globalisation The approach to public relations education in terms of managerial vs technical education The application of a global mindset The application of systems, network and chaos theory thinking Application of open systems principles Application of a macrosystems approach Application of the perspective of complex, dynamic systems, chaos theory and learning organisations Networking Recommendation regarding the standardised curriculum...461

21 xx Recommendations to address the identified deficiencies in the current approach to, and curriculation of, public relations education at technikons The approach to public relations in terms of worldviews The approach to public relations in the context of globalisation The approach to public relations education in terms of managerial vs technical education The application of a global mindset The application of systems, network and chaos theory thinking Input, throughput and output Application of a macrosystems approach Application of the perspective of complex, dynamic systems, chaos theory and learning organisations Networking Recommendations for support from PRISA regarding technikon education RECOMMENDATIONS FOR FURTHER APPLICATION OF THE GLOBALISATION MODEL South African application International application CONCLUSIONS AND RECOMMENDATIONS REGARDING THE SHORTCOMINGS OF THIS STUDY Lack of indication of the depth of competencies required in globalised public relations contexts Non-inclusion of the issue of the binary divide in the tertiary education sector and the merging of tertiary institutions in South Africa Lack of research into the role of cooperative employers in providing students with the competencies required in globalised public relations contexts...487

22 xxi 6.7 ADDITIONAL RECOMMENDATIONS FOR FURTHER RESEARCH SUMMARY BIBLIOGRAPHY ANNEXURES A: INTERVIEW FRAMEWORK... A1 B: INTERVIEWEES PRESENT AT PANEL INTERVIEWS CONDUCTED AT TECHNIKONS OFFERING PUBLIC RELATIONS MANAGEMENT... B1 C: STANDARDISED CORE SYLLABUSES FOR THE N DIP AND B TECH IN PUBLIC RELATIONS MANAGEMENT AT TECHNIKONS... C1

23 LIST OF FIGURES AND TABLES xxii FIGURES Figure 3.1 A public relations education programme at technikons as a subsystem in a framework of larger interdependent systems Figure 4.1 The IPRA Wheel of Education Figure 4.2 Figure 5.1 Figure 5.2 Figure 5.3 The generic Wheel of Education recommended for programmes in public relations Percentage of Wheel items covered by the standardised and adapted curricula Distribution of academic qualifications of relevant full-time lecturers in technikon departments offering public relations programmes Percentage of foreign and local textbooks prescribed for core instructional offerings Figure 5.4 Books most frequently prescribed for core instructional offerings Figure 5.5 Figure 5.6 Figure 5.7 Figure 5.8 Percentage of B Tech students relative to first-year diploma students at individual technikons in Foreign exchange agreements in existence in terms of percentage per region and percentage of technikons involved Percentage of technikon panels regarding internal support systems and resources as adequate Percentage of foreign, South African and global periodicals subscribed to by technikons in TABLES Table 1.1 Table 4.1 The South African National Qualifications Framework...39 The qualifications structure of technikons Table 4.2 Outcomes for technikon public relations courses registered with SAQA Table 5.1 The standardised and adapted curricula analysed in terms of the adapted Wheel of Education...361

24 xxiii Table 5.2 Qualifications and industry experience of lecturing staff in Table 5.3 Table 5.4 South African textbooks prescribed for core instructional offerings Foreign textbooks prescribed for core instructional offerings Table 5.5 N Dip (first year), B Tech, M Tech and D Tech enrolment Table 5.6 Languages and other electives offered by individual technikon departments Table 5.7 Table 5.8 Table 5.9 Table 5.10 Table 5.11 Table 5.12 Methods of remedial training in English at individual technikons Reported membership of academic/professional/management bodies in public relations education departments at technikons Countries of origin of foreign students hosted by individual technikon departments Instructional offerings covered in assignments involving more than one instructional offering at individual technikon departments Classification of network roles held by lecturing staff in public relations education departments External environmental knowledge output by individual public relations education departments Table 5.13 Percentage of agreements with individual countries Table 5.14 Table 5.15 Table 5.16 Table 5.17 Table 5.18 Table 6.1 South African public relations/communication/media studies periodicals subscribed to by technikons in Global public relations/communication/media studies periodicals subscribed to by technikons in Foreign public relations/communication/media studies periodicals subscribed to by technikons in Size and composition of public relations advisory committees of individual technikon departments Methods of quality management implemented by individual technikon departments Recommended items relating to a theoretical and research base for public

25 xxiv relations Table 6.2 Table 6.3 Table 6.4 Recommended items relating to an international and global perspective in public relations Recommended items relating to managerial and technical education Recommended items relating to regional and global systems...475

26 xxv LIST OF ABBREVIATIONS AACC - American Association of Community Colleges AAU - Association of African Universities ABET - Adult Basic Education and Training ACE - American Council of Education ACU - Association of Commonwealth Universities AEJMC - Association for Education in Journalism and Mass Communication AIDS - Acquired Immune Deficiency Syndrome ANZCA - Australian and New Zealand Communication Association APR - Accredited in Public Relations ARPANET - Advanced Research Projects Agency Network ATTAC - Association for the Taxation of financial Transactions for the Aid of Citizens B Tech - Bachelor of Technology Degree CEO - Chief Executive Officer CERP - Confederation Europeenne de Relations Publiques CHE - Council on Higher Education COSATU - Congress of South African Trade Unions CPRP - Chartered Public Relations Practitioner CSIR - Council for Scientific and Industrial Research CTP - Committee of Technikon Principals CV - Curriculum vitae D Tech - Doctor of Technology Degree ETQA - Education and Training Quality Assurance EU - European Union EU-ACP Agreement - European Union-Africa Caribbean Pacific Agreement EXSA - Exhibition Association of South Africa FAPRA - Federation of African Public Relations Associations FIARP - Inter-American Confederation of Public Relations Associations G8 - Group of Eight countries G20 - Group of Twenty countries GATE - Global Alliance for Transnational Education GATT - General Agreement on Trade and Tariffs HDI - Human Development Index HEQC - Higher Education Quality Committee HiED - Higher Education Development International HIV - Human Immunodeficiency Virus HOD - Head of Department HPRA - Hungarian Public Relations Association IABC - International Association of Business Communicators IAC - Institute of Administration and Commerce IAMCR - International Association of Media and Communication Research IASAS - International Association of Student Affairs and Services IATA - International Air Transportation Association IAU - International Association of Universities

27 xxvi ICA ICEE Age IEASA IFCA IGO IIE IMF IMPRO INGO IORARC IPM IPR IPRA ISO LDC M Tech N Dip NAFTA NAM NC NEPAD NGO NHC NQF NRF NSB NWG OAU PE&TC PPPRF PRIA PRII PRISA PRM PRP PRSA PRSC PU for CHE RAU RDP RPRA SA SAARDHE SABC SACOMM SADC SAIF - International Communication Association - Information, Communication, Entertainment and Energy Age - International Education Association of South Africa - International Federation of Communication Associations - Intergovernmental Organisation - International Institute of Education - International Monetary Fund - Institute for Municipal Public Relations Officers - International Non-governmental Organisation - Indian Ocean Rim Association for Regional Cooperation - Institute of Personnel Management - Institute of Public Relations (Britain) - International Public Relations Association - International Standards Organisation - Least Developed Country - Master of Technology Degree - National Diploma - North American Free Trade Agreement - Non-aligned Movement - National Certificate - New Partnership for Africa=s Development - Non-governmental organisation - National Higher Certificate - National Qualifications Framework - National Research Foundation - National Standards Body - National Working Group - Organisation of African Unity - PRISA Education & Training Centre - Pan-Pacific Public Relations Federation - Public Relations Institute of Australia - Public Relations Institute of Ireland - Public Relations Institute of Southern Africa - Public Relations Management - Public Relations Practitioner - Public Relations Society of America - Public Relations Student Chapter - Potchefstroom University for Christian Higher Education - Rand Afrikaans University - Reconstruction and Development Programme - Russian Public Relations Association - South Africa - South African Association for Research and Development in Higher Education - South African Broadcasting Corporation - Southern African Communication Association - Southern African Development Community - Southern Africa Institute of Fundraising

28 xxvii SAQA SASCE SAUVCA SERTEC SETA SGB SIETAR SRHE TDCA TENET Tisca UFS UK UMOR UN UNDP UNESCO UNISA UNITECH US/USA WACE WCA WTO WWW ZIPR - South African Qualifications Authority - Southern African Society for Cooperative Education - South African Universities Vice-chancellor=s Association - Certification Council for Technikons - Sector Education and Training Authority - Standards Generating Body - International Society for Intercultural Education, Training and Research - Society for Research into Higher Education - Trade, Development and Cooperation Agreement - Tertiary Education Network - Internetworking Company of Southern Africa - University of the Free State - United Kingdom - University Mobility in the Indian Ocean Rim - United Nations - United Nations Development Programme - United Nations Educational, Scientific and Cultural Organisation - University of South Africa - University and Technikon Public Relations Officers - United States of America - World Association for Cooperative Education - World Communication Association - World Trade Organisation - World Wide Web - Zimbabwe Institute of Public Relations