Katharina Wolf

Bridging the Distance: The Use of Blogs as Reflective Learning Tools for Placement Students.

This paper reviews the effectiveness of web logs (‘blogs’), or online journals, within the context of a compulsory final‐year placement unit for public relations students. The key goal behind the use of Web2.0 technology was to encourage ongoing, reflective practice via an exchange between students thereby limiting feelings of isolation commonly reported during the course of this individual tuition unit. Secondary objectives were to encourage exchange between participating students based at different on‐ and off‐shore campuses, integrating an international perspective and insight into best industry practice. From a Unit Coordinator perspective, an additional aim was to create an opportunity that would aid in the early detection of potential problems and to provide a forum in which additional learning material could be provided in response to arising issues. Online journals have their shortcomings, particularly from an administrative point of view. However, the results indicate that the introduction of the Reflective Blog was a successful, particularly in the context of an individual tuition unit, by effectively shifting the focus away from textbook‐ and teacher‐centric education, to interactive peer‐to‐peer learning opportunities.

Fast track opportunities for high achievers? A comparative investigation into career advancement patterns for in-house and consultancy practitioners

Consultancy? Or in-house department? Public relations and communication graduates usually extensively debate the “pros and cons” of the industrys two key employment options. However, to date there has been a lack of research into potential differences in required skill sets, career advancement, and promotional opportunities between these two employment types. Contrary to management research, public relations scholars have largely focused on traditional career advancement determinants, such as experience in years and gender, largely failing to embrace modern management research into career advancement. Based on the authors previous research into alternative career advancement factors, which has highlighted the importance of social competencies and networking skills for PR practitioners, this article sets out to investigate potential differences in career advancement factors and career development patterns for in-house and consultancy-based practitioners.

Leniency and Halo Bias in Industry-based Assessments of Student Competencies: A Critical, Sector-based Analysis

Industry placements are popular means to provide students with an opportunity to apply their skills, knowledge and experience in a ‘real world’ setting. Within this context, supervisor feedback allows educators to measure students’ performance beyond academic objectives, by benchmarking it against industry expectations. However, industry assessments appear to be frequently clouded and overwhelmingly positive by nature, which questions the reliability and validity of supervisors’ judgement of competencies. Supervisor bias has been paid much attention within the context of clinical placements, as well as within the domain of social work. However, the concept has been largely ignored within business education, despite the increasing emphasis on – and deep integration of – work-integrated learning in the business curriculum. This paper sets out to address this gap by examining variances in mark distribution and apparent leniency in the context of a final-year, compulsory placement unit, based on observations and data collected over nine semesters (n = 546). The focus of this study is on gaining an understanding of the reasons behind assessment bias and the pressures placed on industry assessors. The data indicate that different types of placement locations apply dissimilar standards when assessing student performance. The author identifies three statistically different placement types (small business, not-for-profit and professional), which influence the strength and risk of grader bias, hence ultimately the assessment outcome.

Companies’ Accountability in Sustainability: A Comparative Analysis of SDGs in Five Countries

As global environmental and humanitarian issues exacerbate, leaders and nations are striving hard to tackle these challenges at a global level collaboratively. With the setting of the Sustainable Development Goals (SDGs) and its 2030 Agenda, the role of business in economic, social and environmental development has never been more imperative. In fact, companies have connected sustainable development (SD) practices to their own business initiatives. To support this trend, the Organization for Economic Co-ordination and Development (OECD) has recently developed a set of guidelines for the private sector to initiate responsible business practices. Globally, the trend points to businesses being more accountable, responsible and putting more emphasis on sustainability. Motivations to engage in sustainable practices vary. When companies integrate sustainability into their business, the management of these initiatives needs to be integrated as well. Certain tools and guidelines exist for companies to help support the internal management of sustainability, such as the Global Reporting Initiative (GRI). However, there is little research on how companies formulate their SD goals and objectives, set priorities and measure the impacts of these initiatives. Doing so would increase their transparency and help convey meaningful information to their stakeholders. This chapter provides a critical analysis of how companies from five different countries integrate SDGs into their business activities. Each of these countries faces different, as well as similar types of sustainability challenges. The five countries that have been included in this research project are as follows: Thailand, the United Arab Emirates, Qatar, Australia and Malaysia. The authors conclude that the private sector lacks strategy when they plan for integrating sustainability.