Merging advertising and PR: Integrated

marketing communications
Rose, Patricia B; Miller, Debra A . The Journalism Educator ; Columbia  Vol. 49, Iss. 2,  (Summer 1994):
52.

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ABSTRACT (ABSTRACT)
In the field of mass communications, a general belief that the integration of public relations activities with the total
communication program not only saves time and money but also improves the firm's or organization's ability to
protect the integrity of the product is emerging. The perceived educational needs of advertising and public
relations practitioners in this field are examined.

FULL TEXT
Integrated marketing communications (IMC), also known as integrated communications: advertising and public
relations (ICAP)--the merger of all communication functions under a single organizational unit-is one of the most
debated and controversial topics in the field of mass communication, both from an educational perspective and
from its practical application. For the most part, advertising educators are in favor of IMC, while public relations
educators tend to oppose it. This debate intensified at the recent AEJMC Conference at which the preliminary Task
Force Report was presented recommending curricular integration of public relations with advertising and/or
marketing (Duncan, Caywood &Newsom, 1993). A quick counter was made by the Educational Affairs Committee
(EAC) of the Public Relations Society of America opposing the conclusions and recommendations of the Task
Force. EAC's position is based on the belief that public relations is much broader than a marketing function and
fulfills different functions within the organization (Ferguson Turk, 1993). This was not unexpected; some public
relations educators have gone as far as to call the current movement imperialist and an encroachment on the field
(Lauzen, 1990; Dozier &Lauzen, 1990).
Regardless of the theoretical debate, the reality is that more and more clients are taking a multidisciplinary
approach to corporate communication planning (Alter, 1990; Kotler, 1987). Several forces account for this trend:
(a) Agency mega-mergers combined with greater emphasis on niche marketing have reduced the need for clients
to turn to multiple specialty firms (ad agencies, public relations agencies, direct response agencies, sales
promotion agencies, etc.) (Kalish, 1990); (b) An increased emphasis on bottom-line profits has spurred agencies to
add functions; (c) The proliferation of small, multipurpose agencies in smaller markets (Schultz, 1991); and (d) A
perceived need on the part of clients to integrate communications. Recently, Leo Burnett, the country's number
two ranked ad agency added sales promotion and event marketing to its existing integrated direct marketing
program. They believe that the integration has been successful (Kirk, 1991). Likewise, Ketchum Public Affairs has
adopted an integrated philosophy and is on record that their approach is "to start with the nature of the problem
and apply whatever communication discipline will help solve it" (Newsom, Carrell &Hussain, 1992). Even Manning,
Selvage &Lee, one of the world's largest public relations' firms, has stated "we are no longer content to stand alone-
-part of a team that includes advertising, marketing, sales promotion, and direct promotion." (Stanton, 1991). A
general belief is emerging: The integration of public relations activities with the total communication program not
only saves time and money but also improves the firms or organization's ability to protect the integrity of the
product (Nakra, 1991). The Task Force Report echoes these developments when it states, "it would seem that
those individuals and agencies who are best-prepared to work within an IMC atmosphere are the most likely to

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survive and prosper." (Duncan &Everett, 1993).
Indeed, 70 to 80 percent of the respondents to the American Association of Advertising Agencies' study on "The
Status of Integrated Marketing Communications" supported the concept of integrated communications (Caywood,
Schultz &Wang, 1992; Schultz, 1991). A key finding in a study by Lehigh University faculty and Advertising Age was
that agencies must offer an inter-promotional team (Smackey &Maskulka, 1991). Additionally, Martin, Lloyd, et al.
point out that "IMC is not a recessionary fad that will die when the national economy builds up steam." (Martin,
Lloyd, et al., 1992). Indeed, many small agencies have been providing same for years (Jaffe, 1991: Schultz, 19911.
And, "IMC is clearly in the best interests of the client ... the synergy that results from genuine integration can help
clients" both in "cost savings" and "a gain in effectiveness from the concentration of power that results" (Novelli,
1989-90). Marketing &Media Decisions found that 91.8 percent of their advertising agencies offered sales
promotion, direct marketing, or public relations services (Matthews, 1988). PR NEWS Ticker reported that of all
public relations firms awarded accounts within the past six months, over 75 percent were asked to provide
marketing communications services. Thus, we can conclude that there is a perceived need for integrated
communications by many corporations and agencies and that IMC is here to stay.
Training may be one of the biggest if not the single biggest hurdle facing the implementation of IMC. The American
Association of Advertising Agencies' study on "The Status of Integrated Marketing Communications" states that
the first barrier to agencies' assuming the role of total coordinator is that corporations perceive the talent level of
people at ad agencies working on other communication media as inferior to those working in general advertising
(Schultz, 1991).
Given that there is a perceived need for advertising and public relations functions to become more aligned, what
sorts of programs should institutions of higher education offer? Should there be separate curricula or an
integrated one? Should IMC programs be degree granting or executive seminars? A number of studies have been
undertaken to determine the point of view of employers of entry-level practitioners as well as top corporations,
both for positions within advertising (Stout &Richards, 1992; Deckinger, Brink, Katzenstein &Primavera, 1989;
Doerner, 1984) and public relations (Wakefield &Cottone, 1985; White, Kalupa &Hammonds, 1987; Turk, 1988).
Conclusions have been reached concerning some fields, i.e., "ideally, communication professionals in the nonprofit
sector should have both kinds of expertise" (Grunig, 1993). To date, however, the studies have placed little or no
emphasis on the current practitioner's perceived educational needs. It is the communication practitioner who is
faced on a daily basis with the growing responsibilities and expectations created by today's increasingly complex
business environment. Thus, not only is the practitioner a potential market for additional education, he or she can
aid in the development of curricular offerings that can be useful to current and future students.
What are the educational needs of current mid-career advertising and public relations professionals? Are they
similar? Or do they differ? A recent South Florida study indicated that the needs of professionals were similar
within this prototypical small market. (Rose &Miller, 1993 One rationale for this is that within smaller markets both
advertising and public relations agencies are often asked to do a multiplicity of tasks--and it is accepted that these
are often included in the overall definition of marketing communications. Since these practitioners are often asked
to do both jobs, their education must be broadbased. Texas Christian University recognized this as early as 1974
with its innovative undergraduate program. Today, there are twelve such undergraduate programs. A few other
universities have acknowledged the need for cross-disciplinary training and are now offering graduate programs in
"Integrated Marketing Communications." While the College of St. Thomas launched the first one, Northwestern
University has been recognized as having set up a state of the art program (Caywood &Ewing, 1991). The
University of Alabama has a combined Advertising and Public Relations program and the University of Colorado
brought its program online Fall 1992. Other universities are considering similar initiatives.
PURPOSE OF THE STUDY
The purpose of the study was to identify and compare the perceived educational needs of advertising and public
relations practitioners, to determine whether there are any differences between practitioners in small versus large
markets, and to assess practitioners' beliefs about integrated marketing communications.

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METHODOLOGY
A self-administered, national mail survey of American Advertising Federation (AAF) and Public Relations Society of
America (PRSA) members was conducted during the Spring of 1993. The sample was made up of eight cities from
across the nation, plus the membership of the 4th District of AAF (i.e., the state of Florida). The eight cities were
chosen to represent a cross-section of large and small markets. Only cities that had chapters of both PRSA and
AAF were considered. Cities were classified as large or small according to five criteria: population, number of
Fortune 500 company headquarters, number of agencies, total retail sales, and total household expenditures in
each city. New York City, Chicago, and Los Angeles were selected to represent large markets. Small markets were
represented by Richmond, Madison, Portland (Ore.), Tucson, and Honolulu. In order to facilitate comparisons, and
to balance the sample between large and small cities, we purposely over-represented the smaller markets. A
systematic sample (i.e., every nth person on the list) was chosen for cities with large memberships (Chicago, Los
Angeles, New York, and AAF membership in Madison and Portland). Questionnaires were sent to the full
membership in all other cases. Thus, of the total mailing of 1,864 questionnaires excluding Florida, 919 were sent
to small markets and 945 to large markets. Composition as to organization was 1,058 to AAF members and 806 to
PRSA members. This was supplemented with a mailing to 378 members of AAF District IV.
The closed-ended questionnaire measured respondents' level of interest in specific areas of training. The areas of
training were gleaned from a review of professional communication offerings from universities across the U.S. as
well as seminar offerings from AAF, PRSA, and IABC. This was followed by a battery of questions probing
respondents' opinions of IMC. The last section of the questionnaire addressed demographics and prior education.
FINDINGS
Interest in further training. A total of 564 completed and usable questionnaires was received, for an overall
response rate of 25 percent. The response rate varied by region and membership. For small markets the response
rate was 28 percent, compared to 21 percent for large markets. Among PRSA members, the overall response rate
was 36 percent, compared to 19 percent for the AAF membership. These differences reflect a lower degree of
involvement with professional associations in large cities and among advertising professionals. Regardless, both
advertising and public relations professionals expressed a high overall interest in pursuing further professional
training (Table 1); 74.1 percent and 80.1 percent, respectively, stated that they were "interested in further
professional training in communication." (Table 1 omitted)
For both groups of professionals, the overriding reason for seeking training is to keep current in the profession.
However, comparison of the two groups shows that advertising professionals take a more calculating perspective
and see additional training as a means of career advancement/change. In contrast, public relations professionals
see it more as a way of staying current with the profession.
The preceding results have important implications for educational programs. They also put in perspective the next
set of findings. For both advertising and public relations professionals, the primary interest in training centers on
seminars and workshops, followed by self-study and/or selected continuing: education courses. While there is a
market for master's degree programs, this market is somewhat selective and much more limited. With the
insecurity in today's job market, it is unlikely that most professionals will abandon job security for the sake of
obtaining a degree. Thus, training needs to be designed around their needs and schedules.
Areas of training interest. Respondents were given a list of 36 different courses constituting the broad spectrum of
communications courses. They were asked to rate their interest in taking each course on a five-point scale 1 = very
interested; 5 = not at all interested). In the context of this study, the two important questions are:
1. Are there major differences in the interest attributed by advertising and public relations professionals to the
broad spectrum of courses? If there are major differences, there may not be much potential for IMC curricula, since
the two groups would not share an interest in an extensive offering beyond basic courses.
2. Are the interests of communications practitioners segregated according to specialty areas (i.e., advertising,
public relations, marketing), or do these courses cluster in terms of skills that cut across disciplinary boundaries?
The latter case would offer empirical support for an IMC perspective, which is based on the notion that

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professional training should be both cross-disciplinary and integrative.
A comparison of the interest ratings given to each course (Table 2) showed that respondents differed significantly
in their ratings of 18 of the 36 courses. (Table 2 omitted) For the most, the significant differences aligned with the
respondent's field of specialization. At first glance, this would seem to deny the hypothesis of common interest.
Note some surprising differences, however. Public relations specialists were significantly more interested in
communications management, consulting and strategy planning. Advertising professionals were significantly
more interested in direct marketing and promotions/event planning. Moreover, the order of magnitude of
differences is relatively small. Only one area (media relations) had a difference of more than .5; most differences
were in the order of .2 on a 5-point scale.
The more critical question, however, is whether specialists in these fields differed significantly in their prioritizing
of course work, i.e., in how they rank-ordered the importance of the courses. The key focus of the analysis is the 18
courses on which the two groups' scores differed significantly. The Wilcoxon's matched-pairs signed-ranks test
was employed; the Z-score (Z = .98; p <.327) does not support the hypothesis that the two groups ranked the
questions in a significantly different order.
Despite statistically significant differences in the raw degree of interest ratings, when training needs are examined
from the point of view of relative order of priority, both groups agree on the broad spectrum of courses that may
compose a curriculum. Furthermore, most of the courses on which the raw numerical importance scores differed
are not traditional skills-based courses. Both groups are similarly interested in strategic planning, designing
communication programs, consumer behavior, creative strategy, marketing management, and consulting as well
as pursuing the nontraditional skills of public speaking/oral presentations and promotions. Of special note,
advertisers are particularly interested in some traditional public relations areas: crisis management, media
relations, and public relations writing. Public relations professionals are particularly interested in some traditional
advertising areas: media planning and media/message evaluation. One may safely conclude that empirical
evidence exists to support the need for training of both groups in an integrated marketing communications
program.
While the above rank-ordering of training interests is one way of looking at the breadth of interests of
communication professionals, another way of examining this is to look for the manner in which professionals
cluster their interests. One possible outcome would be that communication professionals segregate their interests
into each of the specialty areas of advertising, public relations, marketing, and general core topics. The opposite
outcome would be one where practitioners group courses in terms of the skills and insights they offer--cutting
across disciplinary boundaries. Factor analysis was used to examine this. There were six factors with eigen-values
of 2.0 or more. However, inspection of the scree test showed that a five-factor solution was more appropriate. It
was also the most easily interpreted and agreed fairly well with the Rose Miller 1991 study of South Florida
advertising and public relations practitioners. The solution deviates to a small degree from the principles of simple
structure, i.e., three courses (creative design and layout; marketing management; computer graphics) load on more
than one factor; this is attributable to their being themes that cut across interest areas. An easy way to remedy
this situation is to perform an oblique factor solution. We chose instead to work with the more commonly used
orthogonal solution as reported in Table 3, and to simply make note of the overlapping interests in course work in
these three areas. (Table 3 omitted)
For the five-factor solution, the groupings that emerged were labeled: (a) basic communications skills; (b)
advanced communication skills; (c) managerial skills; (d) targeted communications; and (e) broader dimensions of
communications. Factor I appears to represent a basic communication skills dimension. The six highest loading
variables all represent a type of written or verbal communication skill that may be acquired through educational
programs. The next five variables represent planning and executional aspects of communication, and all except
media planning involve some type of selling or persuasive activity. Factor II represents advanced communication
skills involving the planning and analytical aspects of communication programs. The top three loadings
correspond to planning, management, and research aspects involved in the design and implementation of

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programs.
It is noteworthy that both Factors I and II cut a broad swath through the realm of communication courses. Factor I
includes courses that are clearly part of traditional curricula within the fields of Public Relations (Public Relations
Writing, Editing, Media Relations, Speech Writing, and Promotion/Event Planning), Advertising (Copywriting,
Creative design/layout, Media Planning, and Selling for Mass Media), as well as core courses common to both
fields (Public Speaking and Report Writing). Factor II spans not only courses in Public Relations (Crisis
Management), Advertising (Media &Message Evaluation and Communications Management), and core courses
(Strategic Planning for Communication, Media &Message Evaluation, and Consulting/Problem Analysis) but also in
marketing (Marketing Management).
Factor III is a managerial function. The managerially oriented courses range om Finance to Agency Management
as well as Organization Management and Structure, once again showing that the respondents envision managerial
ability as inclusive of a broad range of skills. Of note, financial relations is seen as a managerial skill rather than an
advanced public relations/communications skill.
Factor V addresses the broader dimensions of communications including theory, ethics, and intercultural
dimensions expected of communications professions. Among the theoretical foundations are History of
Communications, communications Theory and Psychology of Communication. Ethical and legal dimensions are
represented by courses in Communications Ethics and Law and Communicating Cultural Diversity. The latter
course, and the one on International Communication and Promotion address the increasingly diverse and global
nature of communication issues.
Factor IV is not as easy to characterize. We believe that the pivotal point is its emphasis on the linkages between
Consumer Behavior and Communication Strategy. The factor addresses front-line issues in communication. As the
use of computers and computer-graphics applications is making it possible to develop more effective and cost-
efficient methods of targeting specific niches, we have chosen to label this "Targeted Communications."
DIFFERENCES BETWEEN MARKETS
Given the premise that professional programs should be tailored to the varying needs of their constituencies,
educational institutions should consider whether there are significant differences between small and large
markets. If there are, institutions may need to determine the makeup of their target audiences before designing
and launching any program. An interesting pattern emerged. Of 36 possible training areas, there were significant
differences in nine (Table 4).
It appears that communication professionals in small markets are more interested in basic skills courses than are
professionals in large markets. This finding supports a hypothesis that training needs of advertising and public
relations professionals vary by market. Thus, it is incumbent of educators and professional organizations to
ascertain the needs of their specific publics.
OPINIONS ABOUT IMC
After asking about interests in specific types of programs and courses, the questionnaire overtly probed
respondents' opinions of IMC. The findings reiterated the results of surveys of other groups, i.e., communication
professionals, regardless of discipline, support integrated marketing communications and accept it as a reality and
a necessity (Table 5). (Table 5 omitted) While there is a belief that the skills needed by the two groups are different,
there is strong agreement that advertising and public relations professionals will need to augment their skills to
become communication generalists, that they will need to do both jobs, and that IMC is not a new concept.
Additionally, they strongly agree that UIC is practical! This phenomenon is true regardless of whether they live in
large or small cities; however, small city practitioners are significantly more interested in IMC, probably because
they are currently asked to perform both functions.
To better understand communicators' beliefs about IMC, a factor analysis was conducted. A two-factor solution
resulted. One factor encompasses a belief that the fields are merging and the other a belief that there are
differences in the skills required of either profession (Table 6). (Table 6 omitted) Thus, practitioners who believe
that the skills needed by advertising and public relations may be different also realize that from a practical

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standpoint, communicators will need to perform both jobs. To the extent that communicators think that the skills
are different, they continue to think that the skill component of their jobs will be distinct. However, this tends to be
the minority opinion.
IMPLICATIONS
Of primary interest to both the profession and educators is that the advanced training needs of advertising and
public relations professionals are quite similar, albeit that the degree of interest might vary. With the exception of
courses with specific advertising and/or public relations terminology, both groups of professionals are interested
in abroad spectrum of courses to provide them with a mastery over basic and advanced communication skills,
broadbased skills in the social and behavioral sciences, managerial skills, and specific expertise in the theories of
communication and persuasion.
Study results also indicate that advertising and public relations practitioners view their roles as encompassing the
broader areas of communication--and not solely advertising or public relations. Both groups of professionals agree
that they will need to augment their skills to become communication generalists. Although there is some belief
that advertising and public relations practitioners require different skills, they also agree that practitioners in both
fields will need the skills necessary to do both jobs. Practitioners are comfortable with the trend of "integrated
communication." They acknowledge that the current practice of "integrated communications: advertising and
public relations" or "integrated marketing communications" (IMC) makes sense and that to survive in their careers
they will need to have the skills to do both advertising and public relations assignments within their organizations.
Equally important, while all professionals are interested in a broad spectrum of courses, there is a difference in
perceived training needs based on city size: professionals in smaller cities are more interested in the basic skills
courses. Thus, professional groups must access the needs of their constituents and tailor programs to meet the
needs of professionals within their market. Educators should revisit and reshape the present curriculum at the
graduate level to reflect the advanced training needs identified by their respective local professional communities.
The findings of this study indicate that a large percentage of advertising and public relations professionals desire
additional training. The main motivation is "keeping current in my profession," followed closely by "career
advancement." The former reason suggests that the concept of lifelong professional learning has reached
advertising and public relations professionals. Practitioners interested in degree programs can be targeted by
reaching out to relatively new corporate employees, with an appeal made to benefiting them and their company.
Since this audience is narrow, however, schools of communication can gain recognition as the primary place for
professional education by working with professional organizations in developing courses, seminars, and
workshops. Educators might entertain the development of a certificate program in IMC in cooperation with the
continuing education department at their institution. This is not a substitute for undergraduate or graduate
degrees, but it could serve to provide participants with useful training.
At many universities, graduate curricula in advertising and public relations currently provide courses that focus on
communication skills and technical functions. Communications educators need to take a long and hard look at
their present curriculum at the graduate and perhaps the undergraduate levels to make certain that they reflect the
training needs of the professional marketplace. Educators should work with professional organizations in
developing curricula that exemplify the principles of effective practice and reflect the practitioners' experiences.
This research suggests that greater emphasis be placed on offering courses that encourage participation by both
advertising and public relations practitioners. Indeed, a trial program is being instituted at Florida International
University beginning in fall 1994 to include advertising and public relations team-teaching in the combined
undergraduate capstone courses of Advertising and Public Relations Campaigns as well as Advertising and Public
Relations Seminar.
Finally, one can conclude that educators and professionals in advertising and public relations can learn much from
one another. There is much knowledge in advertising (as well as marketing) that is of great use to public relations
practitioners; however, such practitioners are seldom provided much education in either advertising or marketing
during their public relations education. Conversely, advertising practitioners can learn much from the public

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relations body of knowledge. Too, with increased familiarity with the public relations literature, advertising
practitioners will better understand what public relation is--better defining and illustrating for them the
contributions public relations can make.
One must judge this apparent new trend as an opportunity for both fields to continue to grow and garner respect.
Communications educators should view this research not as an attempt to diminish the role and function each
field has in our society, but rather as an opportunity to grow and become better appreciated by those in both
related and nonrelated roles in a myriad of organizations. Change for the better is always disquieting; however, the
message is clear--advertising and public relations professionals see the need for continuing professional
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Rose is associate professor and Miller is assistant professor of advertising and public relations at Florida
International University.

DETAILS

Subject: Public relations; Graduate studies; Communications; Advertising

Publication title: The Journalism Educator; Columbia

Volume: 49

Issue: 2

Pages: 52

Number of pages: 0

Publication year: 1994

Publication date: Summer 1994

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Publisher: SAGE PUBLICATIONS, INC.

Place of publication: Columbia

Country of publication: United States, Columbia

Publication subject: Education--Higher Education, Journalism

ISSN: 0022551 7

Source type: Scholarly Journals

Language of publication: English

Document type: Feature

Accession number: 02060988

ProQuest document ID: 215295319

Document URL: https://search.proquest.com/docview/215295319?accountid=15859

Copyright: Copyright Association for Education in Journalism and Mass Communication

Summer 1994

Last updated: 2012-07-24

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