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A study of public relations activity in international schools and its use as an indicator of their distinct character

A study of public relations activity in international schools and its use as an indicator of their distinct character
A study of public relations activity in international schools and its use as an indicator of their distinct character

Chapter 1 shows how this thesis began as an investigation into the nature and extent of PR activity in international schools.  A study of the literature shows that little is known about how these schools function as a distinct class of institution.

Chapter 2 shows that organisations in a business context appear to have four key characteristics: there is a number of different understandings, there is a tendency to under-value the activity, the practitioners tend to be under-qualified and the activity tends to be disliked.  It also shows that little is known about the nature of PR activity in international schools.

Chapter 3 investigates previous attempts at the categorising of international schools and outlines previous models used.  It also provides an introduction to a new model: The ID Matrix, building upon the conceptual framework by Cambridge and Thompson (2000) with the 18 Domain Model.

Chapter 4 shows how a Research Plan was drawn-up so that the nature of PR activity in international schools could be investigated.  The PR practitioner in thirty-four schools in 22 countries were interviewed or surveyed by post.

Chapter 5.1 analyses the data collected.  It shows that this survey seemed to reveal more about this type of school.  It seemed to reveal that these schools appear to share a number of common characteristics.  The nature and extent of PR activity seems to be very similar among all schools.  Moreover, the manner by which the PR practitioners are appointed and the manner by which they undertake PR seems to reveal a distinct characteristic: that international schools appear to be very informal.  This characteristic had been noted before but not explored (see Hayden and Thompson 1997).

Chapter 5.2 explores this characteristic further.  A second key characteristic is also noted: that international schools appear to be very isolated and that practitioners within them are also very isolated.  The nature of this characteristic is also investigated further.  Attempts were made to conceptualise both.

University of Southampton
Bunnell, Tristan
Bunnell, Tristan

Bunnell, Tristan (2003) A study of public relations activity in international schools and its use as an indicator of their distinct character. University of Southampton, Doctoral Thesis.

Record type: Thesis (Doctoral)

Abstract

Chapter 1 shows how this thesis began as an investigation into the nature and extent of PR activity in international schools.  A study of the literature shows that little is known about how these schools function as a distinct class of institution.

Chapter 2 shows that organisations in a business context appear to have four key characteristics: there is a number of different understandings, there is a tendency to under-value the activity, the practitioners tend to be under-qualified and the activity tends to be disliked.  It also shows that little is known about the nature of PR activity in international schools.

Chapter 3 investigates previous attempts at the categorising of international schools and outlines previous models used.  It also provides an introduction to a new model: The ID Matrix, building upon the conceptual framework by Cambridge and Thompson (2000) with the 18 Domain Model.

Chapter 4 shows how a Research Plan was drawn-up so that the nature of PR activity in international schools could be investigated.  The PR practitioner in thirty-four schools in 22 countries were interviewed or surveyed by post.

Chapter 5.1 analyses the data collected.  It shows that this survey seemed to reveal more about this type of school.  It seemed to reveal that these schools appear to share a number of common characteristics.  The nature and extent of PR activity seems to be very similar among all schools.  Moreover, the manner by which the PR practitioners are appointed and the manner by which they undertake PR seems to reveal a distinct characteristic: that international schools appear to be very informal.  This characteristic had been noted before but not explored (see Hayden and Thompson 1997).

Chapter 5.2 explores this characteristic further.  A second key characteristic is also noted: that international schools appear to be very isolated and that practitioners within them are also very isolated.  The nature of this characteristic is also investigated further.  Attempts were made to conceptualise both.

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Published date: 2003

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Local EPrints ID: 464931
URI: http://eprints.soton.ac.uk/id/eprint/464931
PURE UUID: 1c6c6c51-6b0f-454c-927d-4f4f996051df

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Date deposited: 05 Jul 2022 00:12
Last modified: 05 Jul 2022 03:42

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Author: Tristan Bunnell

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