TCUStudentStrategicCommunicationsAgencyMay4,2010

Preparedfor:Dr.JulieO’Neil

226MoudySouth(817)257‐6966j.oneil@tcu.edu

By:TaylorChatfieldMaryDriesBlairEckerleKristyMinter

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TableofContentsExecutiveSummary……………………………………….….………..3

SecondaryResearch TaylorChatfield…………………………………………..…….4 ResultsofQualitativeResearch………….……………..……...….7 AppendixA:InterviewScript……………………..….….12 AppendixB:StudyParticipants………………...………13

ResultsofSurveyInstrument…………………..………….……..14

ConclusionandRecommendations…………….……………....20

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ExecutiveSummary

ToanalyzethepossibilitiesandperceptionsaboutthecreationofaTCUstudent‐runstrategiccommunicationfirm,weconductedsecondaryandprimaryresearch.Webeganwithasecondaryanalysisofstudent‐runagenciesatuniversitieswithintheUnitedStates.Wealsoexploreddocumentedbenefitsofstudent‐runagenciesandexperientiallearning.

Inordertogaugespecific,in‐depthstudentperspectivesaboutthecreationofastudent‐runfirm,weconductedtenin‐depthinterviews.Studentsinallinterviewswereinterestedinastudentrunagencyandlistedmanyperceivedbenefitsthatanagencywouldoffer.Theseinterviewsalsogaveusanideaofhowstudentswouldlikeanagencytobestructured.

Tofinishourresearch,weimplementedasurveythatwassenttocurrentsophomoreandjuniorstrategiccommunicationmajors.Thissurveyrevealedthatstudentsbelieveastudent‐runagencywouldbeverybeneficialinbuildingskillsandportfolios.Over98percentofsurveyrespondentsrespondedasinterestedinastudent‐runagency.

WehaveconcludedthattheTCUSchiefferSchoolofJournalismshouldcreateastudent‐runstrategiccommunicationfirm.Werecommendthatthestudent‐runagencyallowsstudentstoexploremanycareerpathsbeginningduringtheirsophomoreyear,compensatesstudentswithcoursecreditandworkswithavarietyofclients.

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SecondaryResearch

StudentAgencyStructure

Asimilaritybetweenmanystudentrunpublicrelationsandadvertisingagenciesisamulti‐stepapplicationprocess.MOJOAdattheUniversityofMissouri,AdWorksatNotreDameUniversityandTrisightCommunicationsattheUniversityofSouthernCaliforniaallthreerequireacertainnumberofundergraduatehoursbeforeyoucanapplytoworkwiththeagencyaswellasawrittenapplication.MOJOAdalsorequireslettersofrecommendationandaninterviewwithintheapplicationprocess.Althoughallthreeoftheseagenciesarestudentrunanduniversitysponsored,theydifferfromeachotherinmanyways.MOJOAd(UniversityofMissouri)

• Studentstaffed,professionalservicesadagencythatspecificallyfocusesonmarketingaimedatyouthandyoungadults(YAYA)

• Onlyseniorundergradstudentsandgraduatestudentsareallowedtoapplyforajobwithintheagency

• Workswithclientsoutsideoftheuniversity• Studentsworkforcoursecreditratherthanasalaryorwage• Theagencyfocusesonbothadvertisingandpublicrelations• TheagencyisnotaffiliatedwithPRSSAorAAF

AdWorks(NotreDameUniversity)

• Functionsasanadvertisinganddesignagency• Advertisingandgraphicdesignmajorsarebothwelcometoapply• Design,printanddistributecampuspublicityitems• Onlyworksforon‐campusclients• Chargesclientsmoneyfortheirservices• TheagencyisnotaffiliatedwithPRSSAorAAF

TrisightCommunications(UniversityofSouthernCalifornia)

• Functionsasapublicrelationsfirm• Worksfornon‐profitandsmallbusinessclientsonly• Theagencytakesonatleastthreeclientspersemester• Fiftyundergraduateandgraduatestudentsareacceptedintotheagency

eachsemester• TheagencyisnotaffiliatedwithPRSSAorAAF

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SecondaryTrendsTheNecessityofanAlternativetoOutsideInternships

AccordingtoJudithScott,employersoftensuggestteamworkskills,aswellaspracticalworkexperience“offeradistinctadvantagefornewcollegegraduatesseekingemployment”(Scott,1996,p.40).Infact,ChrisCobbreportedthatTravisParman,northeastregionpublicrelationsmanagerforGeneralMotors,statedbluntly,“wewantinternswhohavepracticalexperiencethroughpreviousinternships”(Cobb,2008,p.14).Parmanisnotaloneinthisdesire;manyemployerschoosetoweightpreviousworkexperienceinthestudent’sgivencareerfieldequallywithacademicswhensearchingfornewemployees. Researchoftenshowsthatemployersbelievethereisagapbetweentheoryandpracticeamongpublicrelationsandadvertisinggraduates(Scott,1996).Thisgapisreferencedinmanystudies,includingKathleenKelly’s2007studyinwhichshefoundthatemployersbelievethatoftentimesstudentsarenotableto“connectthedots”betweenacademiaandtherealworldandthereforegraduatesarenotvaluabletotheiremployeruntiltheemployerisabletotrainthem(Kelly,2007).Manyschoolsemployinternshipprogramstocounterthesenegativeassumptions,andoftentimesrealities,abouttheirstudents,however,Kellyfoundthatinternshipsdonotalwaysprovidestudentswithvaluablerealworldexperience.Shefoundthatmanyeducatorsbelievethatthetasksperformedbytheirstudentsduringinternships“donotprovideadequatelearningopportunities”(Kelly,2007,p.10)andthatstudentsdonotreceiveenoughinteractionwithexperiencedprofessionalstoprovideabenefit.Becauseofthesenegativecharacteristicsofmanycurrentinternshipprograms,aswellastheever‐presentnecessityforstudentstoacquirereal‐worldexperiencepriortogradation,studentrunadvertisingandpublicrelationsagenciesarenecessary.BenefitsofStudentAgencies

Firstly,studentagenciesprovideworkexperiencetostudentswhoareunabletofindareliableinternship,orwhowouldliketoaugmentaninternshipwithmoreindependentwork.Theyalsoprovideportfolioitems,anenhancedresume,administrativeskillsdevelopment,motivation,self‐confidence,communicationskillsacquisition,strategicandtacticalexperience,networkingopportunitiesandaverificationofananticipatedcareerdirection(Gibson1994).Theseitemswillbeexplainedinmoredepthtoshowtheirtruebenefittoastrategiccommunicationsstudent. EdwardLordanexplainsthewaysinwhichgroupprojectshelpto“sharpen”students’publicrelationsskills.Heexplainsthatoftenprofessionalscomplainaboutstudents’publicspeakingandwrittenskills,howeverbydoinggroupprojectsinwhichstudentsarerequiredtocompleteawrittenpart(theproposalorad)aswellasanoralsection(thepresentationoftheproposaltotheclient),studentslearntostrengthenboththeirwrittenandverbalskills(Lordan,1996).Thistheorycanbe

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appliedonalarger,moreprofessionalscaletostudentagencies.Thegoalofstudentagenciesistocreateandpresentagroupprojecttoaclient,strengtheningthestudents’verbalandwrittenskills,whileallowingthemtoexploretheinsandoutsofanadvertisingorpublicrelationsagency.Lordanalsoexplainsthathavingstudentspresenttheirprojecttoaclient“canprovideanopportunityforfeedbackandcanhelptofurtherestablishcontactsintheindustry”(Lordan,1996,p.47). Studentsnotonlygainverbalandwrittenskills,buttheyalsogainpracticaladministrativeknowledgeofhowtomanageaccountsthroughcommunicationwithclientsandaccountsupervision(Gibson,1994).Professionalsoftenfindthatrecentgraduateslacktheconfidencenecessarytoproduceaproduct(Scott,1996).Thislackofconfidencecanbeaugmentedthroughworkinastudentagency.DirkGibsonfoundthatstudentsworkingataPRestige,astudentagency,“enjoyanenhancedsenseofprofessionalself‐worth…duetoasuperiorexperientialbackgroundusuallyunavailablethroughtheclassroomexperience”(Gibson,1994,p.28).Healsofoundthatstudentagenciescouldprovidestudentswithagreatermotivationforexcellencethanthetypicalclassroomsetting;thisisespeciallytrueforgiftedstudents. Ontopofacquiredskills,studentagenciesalsoprovidestudentswithtangiblebenefits.Withtheincreaseincompetitivenessintheadvertisingandpublicrelationsfield,studentagenciesprovideacompetitiveadvantageinthejobmarket;theyrepresentareallifeexperienceinwhichstudentsareabletoindependentlysolvestrategiccommunicationsproblems.Agenciesalsoenhanceportfoliosbyprovidingstudentswithproofoftheirprofessionalexperience(Gibson,1994). Finally,studentagenciesprovidestudentswithreallifecontactswithinthebusinessworld.Thesecontactsmayleaddirectlyorindirectlytojobplacementaftergraduation,whichistheultimategoalofanadvertisingorpublicrelationsdegree(Gibson,1994).WorksCited

Cobb,Chris."TheReal‐WorldConnection:AssessingtheStateofPREducation

Today."PublicRelationsTactics15.11(2008):14‐5.Print.

Gibson,DirkC.,andVirginiaC.Rowden."ProfileofanUndergraduatePublic

RelationsFirm."PublicRelationsQuarterly39.4(1994):26‐30.Print.

Kelly,KathleenS."PreparingStudentsfortheFuture:It'sTimeforPRProsand

AcademicstoGoBacktoSchoolonInternships."PublicRelationsTactics14.4

(2007):10‐22.Print.

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Lordan,EdwardJ."UsingGroupProjectstoHelpStudentsSharpenPRSkills."Public

RelationsQuarterly41.2(1996):43‐7.Print.

Scott,JudithD.,andNancyT.Frontczak."ADExecutivesGradeNewGrads:TheFinal

ExamthatCounts."JournalofAdvertisingResearch36.2(1996):40‐7.Print.

ResultsofQualitativeResearch

Inordertobetterunderstandcurrentperceptionsofthecreationofastudent‐runstrategiccommunicationsfirmwithintheSchiefferSchoolofJournalism,weconducted10one‐on‐oneinterviewswithcurrentTCUstudents.

WechosetosamplecurrentstudentswithintheCollegeofCommunicationbecausetheywillbemostaffectedbythecreationofastudent‐runstrategiccommunicationsfirm.ThesestudentsalsohavethemostinsightintothebenefitsafirmcouldprovidetothecurrentSchiefferSchoolcurriculumandwhatproblemsordeficiencieswithintheSchiefferSchoolthefirmcouldaddress.

Theinterviewedpeopleconsistedofninestrategiccommunicationsmajors,andoneradio,TV,filmmajor.Forthisstudy,weusedconveniencesamplingbecauseitwasthemostaccessibleformofsamplinggivenourresources.AllinterviewswereconductedbetweenMarch22,2010andMarch27,2010(specificdatesandtimesofeachinterviewcanbefoundintheappendix).Eachinterviewlastedapproximately45minutestoonehour.Participants’involvementinourstudysignifiestheirinformedconsent,whichwasgivenverballypriortoeachinterview.

EmergingThemes Throughouttheinterviewprocess,reoccurringthemesemergedconcerningthebenefitsofastudent‐runstrategiccommunicationsfirmaswellastheneedsstudentswouldlikethefirmtoaddress.

Specifics

Itwasimportanttoallstudyparticipantsthattheagencyoffersopportunitiesforstudentsofallinterestsandwithvaryingskillsets.Allparticipantsagreedthatamainbenefitofcreatingastudent‐runfirmisstudents’abilityto“try‐out”differentjobsandresponsibilitiesinordertofindtheirperfectmatch.Participantslistedadvertising,publicrelations,eventplanning,graphicdesignandmarketingasservicesthattheywouldlikethefirmtooffer.

MostparticipantsinthestudylookedtowardtheSkiffasamodelforthewaystudentsarecompensatedfortheirtimeandeffort.However,therewasdeviation

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fromtheSkiffmodelinthatmostparticipantswantedtoreceivesomekindofjournalismcredit,whetheritbeasanelectiveorasarequirementforthemajor,sothattheyarenotaddingextraresponsibilitiestotheirweeklyschedulewithoutreceivingtangiblecredit.

ExploreCareerOpportunities

Animportantbenefitofastudentrunstrategiccommunicationsfirm,thatmostparticipantsmentioned,wastheabilitytoexplorepossiblecareeropportunitieswithinareal‐lifefirm.Bycreatingastudent‐runfirm,studentsareabletotrulylearnabouttheinnerworkingsofacommunicationsbusinessandwhatcertainjobsmightrequire.Onestudentinparticularwishedthatheorshehadmoreofanopportunitytoseewhatitisactuallyliketoworkwithinanadvertisingagencyorpublicrelationsfirm.Ifheorshehadhadtheopportunitytoworkatastudent‐runagency,forinstance,thentheywouldhavehadabetterideaofwhatjobstheymightpreferorbebettersuitedfor.Ifastudentweretoworkwithanagency,thenperhapstheywouldbeabletodeducewhethertheywouldratherworkontheadvertisingendofthespectrumoronthePRendofthespectrum.

Inadditiontoknowingwhatitisactuallyliketoworkwithanagency,studentscanexploretheindividualpositionspresentwithintheagency.Onestudentindicatedthisandwantedtoknowwhichpositionswereavailablewithinanagencyandwhichonesheorshewouldbebestat.Havinganinternshipatastudent‐runagencygivesstudentstheopportunitytolearntheinternaloperationsthathappeninsuchanagency.Itgivesstudentstheopportunitytobecomefamiliarwiththetasksthatgointoworkingastrategiccommunicationscampaign,includingresearch,campaignplanning,creativeimplementationandevaluation.Whenworkingattheagency,studentsareabletoexperimentwithdifferentpositionsandutilizetheirpersonalstrengths,identifytheirweaknessesandfigureoutwhichjobssuitthembest.

OneparticularaspectthatprovedtobedisappointingtothestudentswasthelackofawiderarrayofexploredcareeropportunitieswithintheSchiefferSchool.OnestudentindicatedthattheSchiefferSchoolshouldbroadenitsopportunitiesavailabletothestudentbodybystating,“Iknowalotofstudentswhoareinterestedineventplanningandwedon’tgetanyeducationonthatintheSchiefferSchool.”Severalstudentsindicatedthat,whileeventplanningisanimportantaspectofpublicrelations,inrealitytherearefewopportunitiestoexplorethevariousaspectsofeventplanning.Theyindicatedaneedfortheschooltobroadencareerpathswithineachdepartmentbecause“noteverybodywantstodothemostcommonjobsoutthere.”Byimplementingastrategiccommunicationsfirm,theSchiefferSchoolcaneffectivelysatisfytheneedsandinterestsofstudentswho’sinterestsaren’tspecificallycoveredincoursematerial.

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LearnwhatyouLove(andLoathe)

Theparticipantsinourstudycontinuallyspokeabouttheirconcernregardingfindingajobthattheyactuallylove.Theyallsaidthathavingtheopportunitytoworkindifferentpositionswithinafirmwouldbeinfinitelybeneficialinhelpingtonarrowtheircareerinterests. Twoparticipantsspokeaboutinternshipexperiencestheythoughttheywouldlovethattheyendeduphating.Oneparticipantsaid“untilyoureallygetintothatsituationyoudon’tknowifyouwanttodoit...asfarasPRgoesIknowIdon’twanttodopromotionsandthat’sbecauseIwasinthatinternship.”Theseinternshipschangedtheirexpectedcareerpathsandhelpedpushthemclosertowhattheyactuallydolove.Astudent‐runfirmcouldhavethesameeffectonamuchlargerandmoreefficientscale. Allparticipantssaidthattheythinkstudentsshouldbeabletochangepositionswithinthefirmpersemesteroryearsothattheycanunderstandtheresponsibilitiesofeachpositionandfigureoutiftheyareafitforthatspecificjob.Oneparticipantsaid,“[havingdifferentpositionsinthefirm]wouldhelpmepinpointwhatIwanttodoandwhatI’mbestat.”Becausethestrategiccommunicationsfieldissobroadandtherearesomanyapplicationsandcareerpossibilitiesforastrategiccommunicationsdegree,theparticipantsinourstudyagreedthatastudent‐runfirmwouldbeoneofthemostefficientwaystoexploreandidentifywhichspecificcareerfitstheirpassionsandskillsbest.Real­WorldExperience

OnecommonfindingamongalloftheparticipantsinterviewedistheagreementthattheSchiefferSchoolofJournalismshouldoffermorehands‐onexperienceineachmajor.Eachparticipantagreedinteractiveexperienceisbeneficialinpreparingstudentsforacareer.Althoughlectureisnecessarytoteachthebasicsandbackgroundofeachmajor,gettingtoexperiencewhateachfieldhastoofferiscrucialtoawell‐roundedlearningexperience.Oneparticipantsaid,“Youreallyonlyabsorbsomuchinformationinclass…whenyou’reactuallydoingsomethinganditishands‐onyouareobviouslylearningitmore.”

Participantsfromtheinterviewsagreedthatthecoursesthatpreparedthemthemostforanactualcareerweretheonesthatprovidedahands‐onlearningexperience.Thecoursesthatrequiredthestudentstoengageinprojectsthattheywillhandleintheirpotentialcareeraretheonesthestudentsfelttheybenefitedfrom.Oneparticipantsaid,“Thereshouldbemorehands‐onlearning.IlearnedmorefromdoingworkinclasseslikeCommunicationGraphicsthanIdidfrommylectureclasses.”Alltheintervieweesagreedthatlecturesarebeneficial,butdidnotprovideastimulatingandrealisticexperience.

EachparticipantdiscussedseveraldifferentwaystheSchiefferSchoolcouldincorporatetheseinteractiveexperiences.TheysuggestedthatTCUintegrateactual

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instancesthatwilloccurintheircareerintotheclassroom.Theyagreedthatbyofferingastudent‐runagency,studentswillhavetheabilitytoworkhandsoninatruetolifeenvironment,whichstimulateslearningthroughexperience.OneparticipantcommentedontheneedtoaccommodatealllearningtypeswithintheSchiefferSchoolandhowastudent‐runagencywillallowallkindsofstudentstolearninthebestwayforthem.

Thestudyshowedthatallparticipantsfeelhands‐onlearningisbeneficialandnecessarytoprepareTCUgraduatesfortheircareerintherealworld.Ahands‐onlearningopportunityandenvironmentcanbeachievedbycreatingastudent‐runagency,whichfocusesoninteractiverealworldsituations.

AnInternshipwithoutGruntWork

Anothercommonfindingdiscoveredamongparticipantsinthestudyistheagreementthatinternshipsarenotalwaysbeneficialinpreparingthestudentfortheircareer.Severaloftheintervieweesdiscussedhowtheirinternshipconsistedmainlyofgruntworkthatdidnotallowthemtheopportunitytolearnformareal‐worldworkexperiences.Oneparticipantsaid,“Idon’tthinkthe[internships]IhadwerebeneficialbecauseallIdidwasgruntworkandshreddingpaperforthreehoursdoesnotteachmeanything.”Whenweaskedtheparticipantwhatskillssheobtainedfromtheinternshipshesaid,“I’magreatpapershreddernow!”

Thestudentsseemedtoagreethatinternshipswithhands‐onexperiencearetheonesthatbestprepareyouforacareer.Theyalsoagreedthatastudent‐runagencywouldbeverybeneficialforstudentsbecauseitwouldofferexclusivelyreal‐worldexperiences.Itwouldallowstudentstolearnfromeachotherandfromtheirmistakesandsuccessestobecomemoreeffectivestrategiccommunicationspractitioners.Ratherthanstudentswastingtimeininternshipswheretheirresponsibilitiesareunrelatedtopossiblecareerresponsibilities,astudent‐runfirmgivesstudentsconstantreal‐worldexposureandresponsibilities.

ExpandStudentPortfolios

Allparticipantsinthestudyagreedthataveryimportantbenefitofastudent‐runfirmistheabilityforstudentstoexpandtheirportfolios.Manystrategiccommunicationscareersrequireapplicantstoshowaportfoliooftheirwork.However,mostworkthatagraduatingseniorwillhaveintheirportfoliowillbefromclassassignments.Astudent‐runfirmwouldgivestudentstheopportunitytocreatereal‐lifecampaigns,events,pressreleasesandmore,thatshowastudent’sabilitytoworkinarealworkenvironmentwithrealclients.

ManyparticipantsinthestudystatedthattheSchiefferSchoolneedstooffermoreopportunitiestoexpandstudents’portfoliospriortograduation.Theadditionofastudent‐runagencywouldfacilitatetheexpansionofstudents’portfolioswiththeadditionofrealpiecesforrealclients.

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Astudent‐runagencywouldnotonlypreparestudentsforlifeaftergraduationbygivingthemreal‐worldexperience,butthisopportunitywouldalsohelpstudentsexpandtheirportfoliostoincludeworkforrealclients.

FormBonds—GetRecommendations

Inregardstoexpandingstudents’careeropportunities,manyoftheparticipantsagreedthatformingbondsandnetworkingisverybeneficialandnecessaryinordertofindajobaftergraduation.Oneparticipantsaid,“Networkinggivesyoutheconfidencetoachievethecareeryousetoutfor.”TheSchiefferSchoolcurrentlyofferssomewaysforstudentstonetworkwithprofessorsandlocalbusinessprofessionalsinordertogainrecommendations.However,participantsagreedthatastudent‐runfirmwouldincreasetheseopportunitieswithbothprofessorsandpeopleintheFortWorthcommunity,givingstudentswhoworkwithintheagencyanadvantageoverthosewhodonot.

ManyoftheparticipantsstatedhavingrecommendationsdirectlyfromaTCUagencyororganizationwouldbemorebeneficialthanrecommendationsfromsmaller,lessknownfirms.Oneparticipantspecificallystated,“ItwillbemorereputabletohaverecommendationsfromaTCUagencyratherthansomestartupagencythatneededcheaplaborandcheapcreativesotheyhiredinterns.”

Peer‐to‐peernetworkingwithintheTCUcommunitywasalsooftenstatedasadirectbenefitofastudent‐runfirm.Thisnetworkingwouldallowstudenttoformbondswithstudentswhohavedifferentskillsetsfromtheirown,whichmayhelpadvancetheircareerpathsinthefuture.Mostparticipantsagreedthatit’simportanttocreateandmaintainrelationshipswithintheirchosencareerpathstobesuccessful;theyalsoagreedthatastudentfirmwouldhelpthemachievethisgoal.

InterestingFindings

Aninterestingbenefitofcreatingastudent‐runfirm,whichoneparticipantelaboratedon,istheunitywithinthejournalismschoolthatastudent‐runfirmwouldcreate.Shediscussedtheunityamongbusinessmajors“theyareallunified,theyareallfromtheNeeleySchool,”shesaidthatSchiefferSchoolstudentsdonothavethatsameunityandpride.Shesaidthatstrategiccommunicationsstudentsmighttakeoneortwoentry‐levelcourseswithjournalism,RTVForgraphicdesignmajors,butafterthateveryoneseparatesintotheirdistinctanddividedpaths.Shethinksthatbycreatingastudent‐runfirm,itwouldgiveSchiefferstudentsandevenmarketingandgraphicdesignmajorsawayandareasontocollaborate.Thiscollaborationwillfosterpeer‐to‐peerlearning.Shesaidthatincludingpeoplefromdifferentmajorswhohavedifferentskillswouldcreateanexperiencethat“isn’tfoundininternships”becausewewillbeableto“learnfromeachother.”Shealsosaidthattheintercommunicationbetweenpeoplewithdifferentskillsetsisagreatnetworkingopportunityforourcareerslaterinlife.Inthereal‐worldoutsideofTCU,itwillbenecessarytoworkwithpeopleindifferentcommunicationfields;a

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student‐runagencywillnotonlyteachstudentshowtodothis,butitmaygivestudentsconnectionsthattheycanuseintheircareers.

Anotherparticipantexplainedthebenefitsofastudent‐runfirmforthepromotionoftheSchiefferSchoolaswellasstrategiccommunicationsasamajor.Shesaidthatbyhavingastudent‐runfirm,itcould“givebetterdefinitionofwhat[strategiccommunications]is.”Shebelievesthatastudent‐runfirmwouldnotonlyhelpthosestudentsparticipatinginthefirmexploretheircareeropportunities,butthefirmcouldalsopromotethebenefitsofgraduatingwithastrategiccommunicationsdegree.Shefeelsthatcurrentlythemajorisvagueandundefined,butthatafirmwouldgivethemajorandtheSchiefferSchoolsomethingtosay,“thisiswhatourstrategiccommunicationsstudentscando.”

AppendixAInterviewScriptIntervieweeName:Date:Time:Major:ProjectedGraduationDate:

Whathaveyoustartedthinkingaboutconcerninggettingajobaftercollege?

Whattypeofoccupationareyouinterestedinaftergraduation?Haveyouhadanyinternships?

Inwhatwaysdidyoufeelthattheywerebeneficialornotbeneficial?

Ifyouhavehadaninternship,whatskillsdidyouobtainedfromhavingthisinternship?

InwhatwaysdoyoufeelTCUpreparesyouforlifeaftergraduation?

InwhatwaysdoyoufeelTCUdoesapoorjobatpreparingyouforlifeaftergraduation?

InwhatwaysdoyoufeeltheSchiefferSchooldoesagoodjobandapoorjobatpreparingyouforlifeaftergraduation?

WhatkindsofopportunitiesdoyouwishtheSchiefferSchoolwouldoffer?

HowcouldtheSchiefferSchoolofJournalismbettertheirprogramtoprepareyoufortherealworld?

DoestheSchiefferSchoolofferenoughinternshipopportunitiestotheirstudents?Ifno,howshouldtheyimprovethis?

WhattypesofinternshipsopportunitiesshouldtheSchiefferSchoolfocuson?

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HowdoyouthinkitwouldbenefitstudentsiftheSchiefferSchoolcreatedastudentrunagency?Howdoyouthinkastudent‐runagencywouldimprovetheSchiefferSchoolprogram?Wouldyoubeinterestedinparticipatinginastudent‐runagency?

Whatkindsofskillswouldyouliketheagencytoinclude?

Whatwouldyoulikestudentstodoattheagency?Howwouldyouliketobecompensatedforworkingattheagency?

Howdoyouthinkanagencywouldhelpstudentsaftergraduation?

Doyouhaveanyothercommentsaboutastudent‐runagencythatIdidnotaddress?

AppendixBStudyParticipants

StephanieAllenDate:March25,2010Time:7:30amS.m.allen@tcu.eduKalynBaldwinDate:March24,2010Time:5:00p.m.K.m.baldwin@tcu.eduBiancaCastroDate:March27,2010Time:11:30a.m.Bianca.castro@tcu.eduJennaColeDate:March24,2010Time:9:00a.m.Jenna.lynn.cole@tcu.eduJessicaCuringtonDate:March23,2010Time:2:50p.m.J.curington@tcu.edu

KennedyHouseDate:May25,2010Time:7:00p.m.K.house@tcu.eduMeghanJonesDate:May25,2010Time:7:55p.m.Meghan.r.jones@tcu.eduRachelNelsonDate:March23,2010Time:5:00p.m.Rachel.e.nelson@tcu.eduTiffanyRogersDate:March23,2010Time:6:40p.m.T.rogers@tcu.eduLaurenSecchioDate:March23,2010Time:5:15p.m.Lauren.secchio@tcu.edu

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ResultsofSurveyInstrument

Page:

1. What aspect of strategic communication interests you? Check all that apply.

answered question 76

skipped question 0

Response

Percent

Response

Count

Account management (managing

clients on behalf of an agency)44.7% 34

Creative advertising 68.4% 52

Digital media 35.5% 27

Event planning 71.1% 54

Media planning (making media

buying decisions for clients)40.8% 31

Public relations 68.4% 52

I don't know. 2.6% 2

Page:

1. How many advertising and/or public relations internships have you had to date?

answered question 75

skipped question 1

Response

Percent

Response

Count

None 62.7% 47

1 30.7% 23

2 6.7% 5

3 or more 0.0% 0

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Page:

1. Indicate your level of agreement with the following statements.

answered question 74

skipped question 2

Strongly

disagree

Somewhat

disagree

Somewhat

agree

Strongly

agree

Response

Count

I am developing my portfolio. 8.1% (6) 33.8% (25) 43.2% (32) 14.9% (11) 74

I understand the tasks of the

different positions at an agency.8.1% (6) 24.3% (18) 56.8% (42) 10.8% (8) 74

I have experience multitasking to

meet the deadlines of a client or

organization.

6.8% (5) 18.9% (14) 45.9% (34) 28.4% (21) 74

I feel comfortable working with a

team on a project.2.7% (2) 2.7% (2) 32.4% (24) 62.2% (46) 74

Page:

1. Please indicate your level of agreement with the following statements about the possibility of working at a TCU

student agency.

Strongly

disagree

Somewhat

disagree

Somewhat

agree

Strongly

agree

Response

Count

Working at a TCU agency would give

me an opportunity to try out different

tasks.

0.0% (0) 0.0% (0) 20.3% (14) 79.7% (55) 69

I would welcome the chance to work

with real clients at a TCU agency.1.4% (1) 1.4% (1) 13.0% (9) 84.1% (58) 69

I would rather have an internship

external to TCU than work at a TCU

agency.

10.0% (7) 37.1% (26) 42.9% (30) 10.0% (7) 70

I would be able to network with

clients by working at a TCU agency.0.0% (0) 0.0% (0) 37.7% (26) 62.3% (43) 69

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answered question 70

skipped question 6

I would want to work under the

supervision of a TCU professor.0.0% (0) 7.1% (5) 50.0% (35) 42.9% (30) 70

I don't have the time to work at a

TCU agency due to my busy

schedule.

24.3% (17) 44.3% (31) 28.6% (20) 2.9% (2) 70

Working at a TCU agency would help

me build my portfolio.0.0% (0) 1.4% (1) 15.7% (11) 82.9% (58) 70

Working at a TCU agency would help

me secure a job upon graduation.0.0% (0) 5.7% (4) 45.7% (32) 48.6% (34) 70

I'm not interested in working at an

agency.68.6% (48) 17.1% (12) 11.4% (8) 2.9% (2) 70

Page:

1. If you were to work for a TCU student agency, how would you prefer to be compensated? Please check only one

response.

answered question 69

skipped question 7

Response

Percent

Response

Count

Credit for a three-hour course 20.3% 14

Internship credit 36.2% 25

Financial compensation 43.5% 30

Page:

1. What types of clients do you believe the TCU agency should work with? Check all that apply.

Response

Percent

Response

Count

17

answered question 69

skipped question 7

Percent Count

Corporations 87.0% 60

Non-profit organizations 79.7% 55

Sports-related organizations 72.5% 50

TCU 84.1% 58

Other 30.4% 21

Page:

1. Please indicate whether you would be interested in doing the following tasks at a TCU agency.

answered question 68

skipped question 8

Very interestedSomewhat

interestedNot interested

Response

Count

Account management (managing

accounts for a client)41.2% (28) 38.2% (26) 20.6% (14) 68

Creative design 56.1% (37) 28.8% (19) 15.2% (10) 66

Event planning 63.2% (43) 32.4% (22) 4.4% (3) 68

Media planning (making media

purchasing decisions for a client)41.8% (28) 41.8% (28) 16.4% (11) 67

Media relations 45.6% (31) 47.1% (32) 7.4% (5) 68

Promotions/Public relations 69.1% (47) 26.5% (18) 4.4% (3) 68

Research 15.2% (10) 48.5% (32) 36.4% (24) 66

Social media initiatives 37.3% (25) 52.2% (35) 10.4% (7) 67

Writing 20.6% (14) 60.3% (41) 19.1% (13) 68

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Page:

1. If the Schieffer School were to develop an on-campus agency, would you be interested in participating?

answered question 68

skipped question 8

Response

Percent

Response

Count

Very interested 85.3% 58

Somewhat interested 13.2% 9

Not interested 1.5% 1

Page:

1. Please indicate your year in school.

answered question 68

skipped question 8

Response

Percent

Response

Count

Freshman 19.1% 13

Sophomore 51.5% 35

Junior 29.4% 20

Senior 0.0% 0

Page:

1. Please indicate your gender.

Response

Percent

Response

Count

19

answered question 68

skipped question 8

Percent Count

Female 80.9% 55

Male 19.1% 13

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ConclusionandRecommendations Afteranalyzingtrendsandbenefitsamongstudent‐runagenciesthroughoutthenation,conductingtenqualitativeinterviewsandcarryingoutasurveythatassembledstudentperspectives,wehavearrivedatsomeconclusionsandhaverecommendationsforthefutureoftheprogram.

CreatingaSchiefferSchoolAgency

AllresearchthatweconductedrevealedthatmostSchiefferSchoolstudentswouldbeinterestedinparticipatinginastudent‐runagencyforoneormoreofthefollowingreasons.

Studentsbelievethatastudent‐runagencywillhelpthemprepareforlifeaftercollegebybuildingtheirportfolioandprofessionalskills,providingthemwithopportunitiesfornetworkingandallowingstudentstoexploreallcommunicationscareerpossibilitieswithinanagency.Astudent‐runagencywillalsoallowstudentstosolverealproblemsforrealclients,somethingmanystudentsmaynotexperienceuntilaftergraduation.

WebelievethattheSchiefferSchoolneedstocreateastudent‐runagencybecausethesurveyindicatedthatthereisalackofinternshipopportunitiesforstudents.Anon‐campusstudent‐runagencywouldbeconvenientforstudentsbecauseofitscloseproximity.Italsoallowsstudentswithoutinternshipexperiencetobuildtheirskillsinordertoobtainfutureoutsidejobsandinternships.

Inourqualitativeresearch,oneparticipantexplicitlystatedthatastudent‐runagencycouldfosterbondswithintheSchiefferSchoolandallowstudentswithdifferentskillsetsandintereststolearnfromeachother.Theparticipantcomparedthebondsthatastudent‐runagencycouldcreatetotherecognizableunificationoftheNeeleySchoolofBusiness.

Astudent‐runagencywouldgivetheSchiefferSchoolacompetitiveedgewhenrankedagainstotherjournalismprograms.AnagencywouldalsomaketheSchiefferSchoolmoredesirabletopotentialstudentsduringthecollegeadmissionsprocess.Forthesereasons,werecommendthattheTCUSchiefferSchoolofJournalismcreateastudent‐runstrategiccommunicationsfirm.

Structureoftheagency

Becauseofthewidevarietyofpossiblecareerpathswithinthestrategiccommunicationfield,wefeelthatitisimportanttomakethesevariedoptionsavailabletostudentswithintheagency.Theseincludecareerpathssuchascreativeadvertising,digitalmedia,eventplanning,mediaplanning,publicrelationsandaccountmanagement.Outoftheseareas,theagencyshouldplaceaddedemphasisoneventplanning,creativeadvertisingandpublicrelationsbecausetheseareaswerethemostpopularamongthestudentssurveyedandwerealsospecificallymentionedduringourqualitativeinterviews.

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Webelievethatitisveryimportantthatthestudentagencyofferopportunitiesforeventplanningandcreativeadvertising.TheScheifferSchoolcurrentlydoesnotofferspecializationsineitheroftheseareas;byincludingtheseareasofinterest,studentswillbeabletoexpandtheirskillsandbroadentheirknowledgebase.Includingeventplanningandcreativeadvertisingwillmakethestudent‐runagencymoredesirableforstudentparticipantsbecausetheseareasofinterestaren’tofferedelsewhere. Digitalandsocialmediashouldalsobeincludedinthestudent‐runagency.Inthesurveyweconducted,digitalmediawastheleastpopularareaofinteresttobeincludedintheagency.Thisisironicbecauseofthegrowingimportanceofdigitalmediawithinthestrategiccommunicationfield.Upongraduationstudentswillbeexpectedtobeproficientinallareasofsocialanddigitalmediainordertobecompetitiveonthejobmarket.Webelievethereasonwhystudentdidnotshowinterestinthesurveyindigitalmediaisbecausetheydonotfullyunderstandthewaysinwhichitcanbeused.ThislackofunderstandingisduetoaneedformoreexposuretodigitalmediaintheSchiefferSchoolcurriculum.Astudent‐runagencywillgivetheSchiefferSchoolanopportunitytoupdatethestrategiccommunicationprogram.Inadditiontoupdatingtheprogramandpreparingstudentsforgraduation,adigitalfriendlyagencywillmaketheSchiefferSchoolmorecompetitiveamongjournalismschoolsatotheruniversities.Becauseofthelackofinternshipopportunitiesforunderclassmen,webelievethatthestudentagencyshouldallowthemtoparticipateunderthesupervisionofmoreexperiencedstudents.Thisstructureimitatesthestructureofreal‐worldagencies.Byhavingunderclassmenandupperclassmenworkingtogether,itallowsstudentstonotonlygainadvertisingandPRskills,butitalsoallowsupperclassmentoholdleadershiproles.Inoutsideinternships,havingaleadershiproleisrare;mostinternsworkunderaprofessionalandneverhavetheopportunitytoleadothers.Havingaleadershiprolewithinastudentagency,onceagaingivesstudentsanadvantageoverothersinthejobmarket.

Fromourresearch,wehavedecidedthatcoursecreditwouldbethemostappealingandefficientformofcompensationfortheagency.Inthesurveyresults,financialcompensationwasamorepopularchoicethancoursecredit.However,ourqualitativeinterviewsandsecondarytrendanalysissuggeststhatcoursecreditorinternshipcreditwouldbemorebeneficialandisthemostwidelyusedformofcompensationforstudents.Moststudentssurveyedwereunderclassmen;wefeelthatunderclassstudentsdonotfeelthepressuretoaccumulatethenecessarynumberofhoursforgraduationinthesamewaythatupperclassmendo.Thiscouldexplainthedifferencebetweenthesurveyresultsandourinterviewswithregardstocompensation.Ifmoreupperclassmenhadbeensurveyed,webelievethatalargernumberofstudentswouldhavechosentobecompensatedwithcoursecredit.

Studentsindicatedonthesurveyandinourinterviewsthattheywouldbeinterestedinworkingwithavarietyofclients,includingcorporations,non‐profitorganizations,sports‐relatedorganizationsandTexasChristianUniversity.They

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feelthatworkingwithdifferentorganizationswillgivethemvaluableexperienceinvariousworkingenvironments.Basedontheseresults,werecommendthattheSchiefferSchoolcreatesastudent‐runagencythatallowsstudentstoexploremanycareerpathsbeginningduringtheirsophomoreyear,compensatesstudentswithcoursecreditandworkswithavarietyofclients.