ERIC Number: EJ1216448
Record Type: Journal
Publication Date: 2016-Aug
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1098-0482
EISSN: N/A
A Comparison of Characteristics and Cultures of Academic Disciplinary Areas in the Context of Advertising and Public Relations Education
McMillan, Sally J.
Journal of Advertising Education, v20 n1-2 p22-31 Aug 2016
This study examines factors such as academic preparation, socioeconomic status, faculty/student relationships and extracurricular activities in different colleges at a public research university. The goal of this study is to begin to understand the cultures of different broad academic disciplinary areas where students may study advertising and public relations. Student survey responses combined with institutional data about those students did reveal differences based on academic disciplinary areas. Communication students were somewhat less prepared academically, more likely to be the first in their family to attend college, most likely to report having a faculty mentor and most likely to be involved in student media. They also engaged in internship and co-op experiences, used career services and were more active in Greek life than students in most other colleges. Students in business, arts and sciences and professional disciplines also participated in the study and multiple significant differences were found.
Descriptors: Socioeconomic Status, College Faculty, Teacher Student Relationship, College Students, College Preparation, Extracurricular Activities, Research Universities, Advertising, Public Relations, Communications, Mentors, Student Attitudes, Institutional Characteristics, First Generation College Students, Internship Programs, Student Characteristics, Sororities, Fraternities, Business Administration Education, Art Education, Science Education, Student Surveys, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A