This dissertation presents research into the public relations field in Australia, including its background, design, results and recommendations. Research investigated areas of convergence and divergence of ideas about public relations practice between Australian practitioners and academics. The project was inspired by a significant gap in the Australia-specific public relations literature, as there is limited or no in-depth empirical investigation into notions of meaning, dimensions of practice, professionalism, organisational power, and education, in the public relations field in Australia. While research has been conducted into how those outside the profession view public relations, few have asked those within the industry (practitioners and academics) about their understanding of public relations in Australia, nor compared these findings to locate and analyse spaces of convergence and divergence of meaning. Inquiry was facilitated through the administration of two online questionnaires; one targeted to those identifying as public relations practitioners, and the other for those who identified as public relations academics. Each questionnaire comprised six sections, and sought a mixture of in-depth qualitative and quantitative data on the following areas: o Meaning, scope and agreement of the term 'public relations' o The dimensions of public relations o Perceptions of public relations practice o Perceptions of public relations scholarship o Perceptions of public relations education o Respondent demographics As non-probability sampling was applied to this study, it is not possible to report a response rate. That said, a total of 40 academic and 107 practitioner responses were received and comprise the data set. Administration of the questionnaires generated a significant amount of both qualitative and quantitative data. The results were diverse and intriguing, leading to a number of specific recommendations and suggestions for further research. For example, the study found that: o There exists a gap between respondent definitions of the term 'public relations' and respondent reports of public relations practice; o Both public relations academics and practitioners underestimate the professional practice of their practitioner colleagues; o While most practitioners see academics as adding value to the public relations field, a considerable proportion do not, yet findings indicate that academics may not be as out of touch as practitioners imagine; o Both public relations academics and practitioners conceive notions of professionalism in the same manner; and o Both groups identify writing and interpersonal skills as the most valuable skills for a public relations practitioner to possess, and both groups also prioritise knowledge of public relations specific theory and principles. Practitioners also prioritise the need for greater attention to general business practices in public relations education, while academics determine a need for greater emphasis of ethical standards and research competence. This research project closes with a number of direct recommendations and areas for further inquiry. Among these, it is suggested, for example, that academics become mindful of underestimating professional practice as doing so may perpetuate negative images of the field. Rather, academics should be encouraged to seek out opportunities for collaboration with practitioners. Dialogue between academics and practitioners can enhance accurate understanding of, not only the dimensions of practice, but also the value of academia, in the field. Via these, and the other key lessons and recommendations, the findings and results of this research project have dramatically furthered efforts to map the landscape of public relations in Australia.

Data obtained through interviews with eleven directors of school public information directors and four university chairmen in the Dallas-Fort Worth Metroplex indicated that they are generally satisfied with public relations education being housed in the journalism department, with course format, and with undergraduate study and specialization; and that they are dissatisfied with practitioner-educator relationships. Some of their recommendations included that graduatelevel study be offered more often, and that more emphasis be placed in the curriculum on specific areas of public relations, the social sciences, and the news-editing side of communications studies.

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The purpose of this study was to analyze the perceptions of critical strategies and challenges for shaping Masters' programs in public relations in California universities. Using a qualitative approach, this study reported the findings from Web site review and interviews with leaders at four California institutions offering graduate work in Public Relations. Four primary findings included: (1) Masters' degree programs in public relations fell into a wide range of disciplines and titles. (2) Close connections with industry practitioners strengthened curriculum and assessment. Connections often occurred through the use of practitioners as adjunct faculty, allowing current perspectives on public relations practices and use of media. (3) Experiential learning and authentic activities, both in the classroom and through internships, were critical. (4) Each program was designed to give students both the theoretical foundation and the practical application of the profession. These findings confirmed theoretic frameworks for ideal graduate education programs and professional frameworks from Public Relations Society of America. The study concludes with recommendations for practice. First, a high quality graduate program would include multiple perspectives from diverse faculty and participants. Second, a high quality graduate program would emphasize participatory cultures, incorporating a shared program direction, and a community of learners. The third attribute of a high quality graduate program in public relations would foster a community of learners. Planned breadth and depth course work would be the fourth important element. The last recommendation for developing and sustaining a high quality graduate program would be to attain or pursue adequate resources.