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Nonetheless, it might be argued that among those five factors, which have been put forward by Sriramesh and Vercic (2003), one is missing – professional PR training. In this regard it can be concluded the following. Firstly, such indicator as level of professional training can be considered as a sixth factor influencing practicing public relations in country. Secondly, on the basis of a global concept can be developed a similar concept and subsequently applied to the study of international public relations education. Thirdly, basing on data provided from the five factors, it allowed to determine the degree of standardization vs. localization of IPR programs and courses and to identify barriers and obstacles.

Achieving internationalisation of public relations education is concluded to be important for three reasons. First, because many graduating students will be finding employment internationally and benefit from having been educated to be effective in differing cultural settings. Second, because rapid changes in national immigration policies have meant that many more nations are considerably more multicultural than they have been in the past and citizens need to be more conscious of diversity in their national and organisational surroundings. Third, because the pace of changes in the international political economy necessitates that people must be responsive to international economic and business forces. Thus, students who receive an internationally focused public relations education should be more culturally and socially aware and prepared to cope with the demands of rapid international economic, political and social change (Hutchings et al., 2002).

Professional education and training are one of the major issues in every country in which public relations is practised. Even the US, where there are hundreds of public relations education are frequently expressed, and senior practitioners rise questions about the value of existing public relations education programmes (White, 1991, p. 184). Sommerness and Beaman (1994) found only few offerings of university courses emphasising international public relations across the United States at that time. However, most recent study has shown that some authors (Hatzitos and Lariscy, 2008) report an increased interest in scholarly research in international public relations and an effort to internationalise the public relations curricula at many U.S. universities. Despite the fact that significant gaps were found between desired outcomes and those actually found in the opinions of both practitioner and educators, certain surveys (Neff et al., 1999) have revealed strong agreement between educators and practitioners regarding the training, experience and expertise outcomes needed for career development in public relations. Thus, while the goals of public relations education to certain extent seem clear, the means of achieving those goals, including curriculum, pedagogy, and assessment, may not be as clear.

However, studies such as examining perception, asking whether or not IPR should be emphasised – doesn’t really contribute anymore as the concept have solidly grounded. There have been dozen papers reporting that call for a development. What more valuable for this particular research is the fact that international public r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。