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Article
Publication date: 29 July 2014

Michèle Schoenberger-Orgad and Dorothy Spiller

Educating the students to be capable practitioners for the future suggests that teachers be visionaries and futurologists to identify the skills required for the communication…

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Abstract

Purpose

Educating the students to be capable practitioners for the future suggests that teachers be visionaries and futurologists to identify the skills required for the communication needs of society. The purpose of this paper is to argue for a sustainable curriculum – one that meets the needs of the present and prepares students to meet the demands of the future. Such a curriculum identifies the importance of developing student capability in critical thinking and in research methodology. It is an approach in which discussion, research activities and peer assessment can help to develop these dispositions and prepare students for effective participation in work and society for the long term.

Design/methodology/approach

The paper draws on the pedagogical literature on discussion-led learning for critical inquiry and the use of peer review and feedback to provide the theoretical framework for the paper. Response data were collected from a postgraduate public relations (PR) class where two initiatives were introduced.

Findings

Student responses to discussion-led inquiry and peer review were positive and provided an excellent basis for ongoing critical practice in the workplace. By encouraging criticality through small interventions at the undergraduate level, postgraduate and entry-level practitioners will sustain strong critical thinking abilities to apply in the work place.

Research limitations/implications

The initiatives were introduced in one year and reviewed and adapted for the second iteration. The postgraduate classes are small which limits the implications of the research recommendations and conclusions.

Practical implications

By modelling the discussion process in class and encouraging students to articulate their thoughts and arguments, teachers are able to introduce learning moments and opportunities which can lead to further discussion. By these means, students learn to evaluate arguments and make ethical judgments about the practice of PR in a variety of different contexts.

Social implications

Practising critical thinking skills, alongside the tactical vocational skills, provide future practitioners with the ability to extend their creativity in search of practical solutions to issues faced by society and organizations in the twenty-first century. University-educated graduates of PR can make a strong, ethical and creative contribution to society through constant questioning of basic assumptions and through their curiosity about power balances and issues. They will embrace technological innovation as another tool in the PR toolkit to engage stakeholders in creative ways.

Originality/value

By using a range of pedagogical strategies, it is possible for teachers to promote a critically informed approach to practice. Students learn to question basic assumptions and biases and to develop strong intellectual skills. These, in turn, will provide the basis for ethical communication practices and contribute to new and creative ways of thinking about society and its communication needs.

Details

Journal of Communication Management, vol. 18 no. 3
Type: Research Article
ISSN: 1363-254X

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Publication date: 16 August 2010

Anne L. Christensen, Jane Cote and Claire K. Latham

Universities are expected to prepare accounting students to conduct themselves with integrity in all environments, including those that utilize information technology (IT). Our…

Abstract

Universities are expected to prepare accounting students to conduct themselves with integrity in all environments, including those that utilize information technology (IT). Our study investigates student integrity in an online environment to determine if students are honest about accessing unauthorized Internet solutions. We then evaluate student responsiveness to interventions designed to discourage unauthorized access using techniques suggested by the literature to foster ethical behavior. Our examination of such factors as moral development, moral identity, age, gender, and grade point average finds no significant relationship with student ethical behavior. More problematic, classroom interventions proved ineffective in preventing students from accessing unauthorized online solutions. We conclude with suggestions for developing and encouraging ethical behavior among accounting students in IT learning environments.

Details

Advances in Accounting Education
Type: Book
ISBN: 978-0-85724-292-1

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Article
Publication date: 1 April 1974

Smedleys Ltd v. Breed effectively disposes of Section 3 (3), Food and Drugs Act, 1955 as a defence in law in what nowadays constitutes the commonest source of all food…

76

Abstract

Smedleys Ltd v. Breed effectively disposes of Section 3 (3), Food and Drugs Act, 1955 as a defence in law in what nowadays constitutes the commonest source of all food prosecutions, viz., foreign matter in food. Their Lord‐ships' judgment is indeed a brilliant exposition of the law on the subject, but the result of their dismissal of the appeal can only be seen, as one of their number stated, that local authorities and magistrates for all practical purposes can ignore the subsection, and from the numerous reports of legal proceedings, this is what they have been doing for many years. It was resurrected in a case, similar in circumstance to that in Smedleys, a couple of years ago, in respect of a snail in black currant jam, in which the snail and black currants were identical in size and appearance.

Details

British Food Journal, vol. 76 no. 4
Type: Research Article
ISSN: 0007-070X

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Article
Publication date: 1 March 1974

Tom Schultheiss, Lorraine Hartline, Jean Mandeberg, Pam Petrich and Sue Stern

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the…

704

Abstract

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Details

Reference Services Review, vol. 2 no. 3
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 August 1968

Introduction Hastily, I beat the editor to it by writing “These are the personal views of the author, and do not necessarily represent the views of the editor of this journal.”…

47

Abstract

Introduction Hastily, I beat the editor to it by writing “These are the personal views of the author, and do not necessarily represent the views of the editor of this journal.” Indeed, I take it further. The article does not necessarily, in general manner or particular phrase, represent the views of the National Committee of National Library Week. It's a great disappointment to me that to date neither the National Committee nor myself has had to disown the other. Our opinions, to date, coincide on all salient points. No blows have been exchanged between Committee and Organiser. Since concord should often be more rightly spelt “c‐o‐m‐p‐l‐a‐c‐e‐n‐c‐y”, I regret this. All, however, may yet be well. My full views as Organiser of NLW 1969 follow: I shall state them with the most forthright candour and the most furious conviction; and the fisticuffs may well follow, as sure as Library fines. If the editor considers this preamble, too … well, too ambling … I proffer one excuse. As organiser, I'm as over‐worked and time‐pressed as any librarian, and my defence is therefore borrowed from Flaubert: “Forgive a long letter—I had no time to write a short one.” (Reference librarians, please check this quotation. I'm too busy.) Finally, there are those who write very lightly when they wish to state their most serious belief. Into this maladjusted and misjudged fraternity, I was myself born.

Details

New Library World, vol. 70 no. 2
Type: Research Article
ISSN: 0307-4803

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