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Arguments about which is the best approach to international public relations education, courses and its numbers, or changing the context with its live experience and observations, largely missed the important point that methods have to be fit for their purposes. For some purposes, this is the best, and in other cases the choice will be this and that. Furthermore, although those approaches rest on very different use of resources and possibilities, they can be complementary in the hands of future research and need to be incompatible. Many studies would benefit from mindfully using each approach for different purposes at different stages of the internationalisation. Fuller discussions of this are to be found in some public relations papers, including (Neff, 1991, Dibrova and Kabanova, 2004, Peterson and Mak, 2006, Chung, 2007/8, Dolby and Rahman, 2008).

CHALLENGES/BARRIERS:

Authors such as Kalupa and Carroll Bateman (1980) have suggested that public relations educators have failed maintain the currency of the teaching in relation to the practice. On the other hand, Holbrook (1985, 1995) has been one of the most prominent critics of the idea of selecting research topics based on what is of interest to practitioners. He has argued that such an orientation tarnishes the purity of the academic endeavour. Amongst other challenges Bardhan (1999) recorded that educators feel unprepared at present to handle the task effectively and lack of interest among students. Falb (1991, 1992) has claimed that because of putting public relations curriculums in either Mass Communications or Journalism public relations has been inhibited in its growth in academic and professional areas. Similar study was conducted by (Pincus et al., 1994), who argued that communication topics do not rate high in MBA programs:

“If public relations faculty do not champion the recognition of public relations topics in MBA programs, the profession will never realize entry to the highest levels of corporate decision making” (1994: p.55) .

Making an analogy, this statement might be extended by claiming that If public relations faculty do not champion the recognition of international public relations concepts in Postgraduate programs, the profession will lack behind present state of research and practice. This statement finds a reflection in recent research as well. Papers like Sriramesh (2002) claim that it is time for educators to integrate experiences from other continents into the PR body of knowledge, thereby building PR curricula that contribute to training truly multicultural PR professionals.

CONCLUSION:

Sriramesh and Vercic (2003) underlined the compelling need for a text describing and explaining public relations practices and body of knowledge in different parts of the world. Their call for research has been taken up and largely because it proposed a framework, which made it easier to facilitate global research. Thereby, by critically examining the framework scholars in different countries enrich international public relations body of knowledge and provides prove or counter-arguments to the Global theory. 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。