Thesis (Ph. D.)--Drexel University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 165-178).

Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 280-293)

Thesis (Ph.D.)--Ohio University, June, 2009. / Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 280-293)

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xv, 177 p.; also includes graphics. Includes bibliographical references (p. 141-149).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

<p> The primary purpose of this study was the exploration of social media utility as a crisis communication practice on three selected university campuses. The overarching research question for this study was &ldquo;How and what social media technologies are selected, planned for, implemented, and monitored in crisis management in selected universities?&rdquo;. This study examines how these institutions used social media during crisis, pinpoints the emergent themes, analyzes the engagement between the selected universities and their social media audience, and analyzes the effectiveness of social media during campus crisis situations.</p><p> The findings of this study include the documentation of institutional practices that contribute to successful social media crisis communication integration. These elements ultimately coalesce into the identification of a series of best practices that can help inform the field and contribute to the establishment of best practices for social media use during campus crisis situations. (Abstract shortened by ProQuest.)</p>

<p> There has been a decline in public good will toward institutions of higher education for nearly four decades. Resultantly, the public, media, and politicians call for greater transparency. It would be beneficial for institutions of higher education to utilize strategic means to communicate their stories, successes and brand directly to various publics. A critical, albeit often an overlooked public, are the employees of the university. They can serve as ambassadors for the university interacting with outside publics. In this capacity, not only do employees need to know information about their organization to function well at their positions, they also need to understand the strategic direction of the organization. Strategic communication of this nature can be accomplished with them via internal communication, and that falls under the domain of the public relations entity on campus.</p><p> This study seeks to examine how senior level public relations practitioners in higher education develop and carry out their internal communication responsibilities to employees. Understanding was sought regarding the practitioners&rsquo; beliefs and practices regarding: (a) public relations as a strategic management function; (b) the role of relationship management within public relations; and (c) whether symmetrical communication is used for cultivating relationships while maintaining a feedback mechanism to adjust public relations strategies based on publics and environment.</p><p> This study also looked at common and unique elements of practice, how higher education public relations practitioners define best practices, and whether they coordinate internal communication with other entities within their college or university and analyzes some demographic data regarding the career paths and education of the practitioners. It concludes that, while the participants in the study were operating with direct reporting to the president of their respective universities, and that all participants demonstrated working in a strategic capacity, none had documented communication processes with respect to internal audiences, and few had formal methods in place to evaluate the success of their efforts. In addition, none had well-formulated and strategic processes in place with respect to whether symmetrical communication is used for cultivating relationships while maintaining a feedback mechanism to adjust public relations strategies based on publics and environment.</p><p>

<p> The literature established that online instruction consists of cognitive, teaching, and social presence. Studies on the element of social presence linked text-based delivery of instruction with learners&rsquo; feelings of isolation and disengagement. This research findings prompted this facilitator creation of five-to-seven-minute companion videos that aligned and complemented weekly text-based learning modules to ascertain students&rsquo; perceptions of these videos as a medium for channeling social presence. </p><p> Post-video viewing surveys yielded responses to pragmatic and emotional questions. Pragmatic questions were aimed at the visual impact of professor&rsquo;s delivery of information. Emotional questions gauged the students&rsquo; feelings of connectivity with the facilitator. Triangulated interpretations of student responses showed that students perceived that the videos enhanced social presence by decreasing feelings of isolation in their online course. Key results included the feeling of a real classroom and appreciation of the visuality of the videos. The viewed videos supported affective associations, learner cohesion, interaction intensity, instructor involvement, and active learning. The videos helped draw the students from their inner secluded online environment to the outside world. The research includes recommendation of the use of a larger sample size; online facilitator theatrical training, college budget to include production of video funds for further quality video productions, and video cataloging of facilitator-created subject- specific videos.</p><p>

Information Communication Technology (ICT) can provide innovative learning experiences, but in all cases a great deal depends upon the teacher to provide the context to make this possible. This study focuses on the role of teachers and their needs in embedding Information Communication Technologies into the curriculum in a Tasmanian Government Senior Secondary College.The purpose of the study was to explore what support and encouragement teachers need to successfully incorporate ICTs into the curriculum. In particular, it looks at what motivates teachers to change their practice, in what ways their practice changes and what support is essential for that change to be lasting and worthwhile.Three learning areas were selected for the study, LOTE, English, and Mathematics. There were a total of eleven teachers plus the researcher and eight classes of students. The majority of data collected was qualitative in the form of documents, interview and observations. Quantitative data was collected mainly through surveys.The study focused on the following key elements required for teachers to embed ICTs into the curriculum:1) The role of management;2) The role of teachers (pedagogical, technical);3) Requirements for technical assistance;4) Time allocation; and5) Professional development.Resulting from the study are a series of recommendations for education departments, Principals, ICT managers and teachers to assist them in implement the embedding of ICTs into the curriculum.

Thesis (M.A.)--Creighton University, 2008. / Abstract. Title from title screen (viewed Mar. 8, 2010). DSpace (Bluebrary). Includes bibliographical references: leaves 89-98.