Abstract
Using qualitative methods, this study demonstrates that the strategic communication curriculum is an important MBA program component. An audit was performed of syllabi used by schools teaching strategic communication as part of the Public Relations Society of America’s MBA/Business School Program. Interviews were then conducted with 20 respondents composing a purposive nonrandom sample of those who completed a course associated with Public Relations Society of America’s MBA/Business School Program. Researchers interpreted data using qualitative research approaches. Findings show that (a) crisis communication is a common topic in MBA-level strategic communication classes, (b) the inclusion of strategic communication curricula in MBA programs promotes new perspectives regarding the role of the public relations professional, (c) completion of MBA courses in strategic communication may advantageously position students for advancement in marketing and management positions, and (d) MBA students value case studies and interpretative analysis of real-world situations as part of strategic communication curricula.
Keywords
Introduction
Amid an ever-changing environment, business schools search for appropriate and innovative ways to educate the next generation of business leaders to address challenges associated with organizational reputation and bottom line. Chief among these challenges is today’s 24/7 media coverage and social commentary, which is further complicated by the rise of fake news and “alternative facts” (Institute for Public Relations & Peppercomm, 2017). This research project documents a pedagogical innovation in MBA curricula regarding the inclusion of strategic communication content into MBA programs.
Strategic communication is “communication aligned with the company’s overall strategy, [that works] to enhance strategic positioning” (Argenti, Howell, & Beck, 2005, p. 83). The term strategic communication appears in both business and public relations academic journals. The use of the term represents a movement toward the strategic nature of communication, thus calling for the use of communication among business leaders at the highest level. Rather than simply focus on communication tactics that address corporate issues in the short-term, strategic communication involves a planning process that focuses on the corporation’s long-term strategy and reputation.
Academics call for enhancements to MBA education to create more fulsome professionals. Albert and Grzeda (2015) suggest that the vast majority of MBA programs fail to successfully integrate analysis and interpretation of the management process. They advocate for a more reflection-based framework for MBA education that encompasses both data-driven and more artistic reflection driven exercises to enhance critical thinking.
Scholars underscore support for strategic communication as part of leadership education, helping businesses maintain corporate reputation and maximize revenue (Hagan, 2011). Students themselves report that they enter executive MBA programs during transitional periods and through classes gain an analytical framework, a well-connected network and benefit from community inclusion and personal self-renewal (Han & Liang, 2015).
Laud and Johnson (2012) propose the gap in education within business schools regarding organization behavior, communication, and interpersonal capabilities may be the result of “an oversimplification of the ‘soft skills’ training when in reality it is these multifaceted and intangible capabilities that are needed to deal with the complexities of running modern organizations, especially within a global context” (p. 66). To Laud and Johnson’s point, the business academic literature is flush with articles regarding business communication as defined as oral and written skills, effective listening, teamwork, and contiguous skills. At the MBA level, while these tactical soft skills are foundational, the context of today’s challenging and communication-centric business environment demands more nuanced and strategic communication capabilities. However, it is noted that MBA programs are typically deficient in teaching strategic communication/reputation management (D’Angelo, 2011).
With the compelling business need to manage strategic communication, educational curricula must adapt accordingly to contemporary circumstances. Argenti et al. (2005) describe the strategic communication imperative as the “increasingly urgent need for executives to ensure that their communications practices contribute directly to corporate strategy implementation” (p. 83). Hagan (2011) strongly suggests that teaching business leaders about strategic communication is critical and should begin early in graduate business curricula.
Literature Review
We conducted a review of the literature to examine the relevance of core topics taught as part of MBA strategic communication courses at universities participating in the Public Relations Society of America (PRSA) MBA/Business School Program. The review of literature sought to validate the topics as essential practice areas deserving of attention within MBA curricula. The importance of several of these topics in graduate public relations education is well documented, with the recommended curriculum content areas including “public relations theory, communication theory, research methods, public relations management, public relations law, public relations ethics, programming and production” (Toth & Briones, 2013, pp. 122-123). Our review of the literature, however, focuses on public relations and related topics that are currently covered in PRSA MBA/Business School Program classes and that business scholars, leading business practitioners and business education influencers identify as essential to the MBA student. These topics include strategic communication planning, reputation management, message delivery methods, and core competencies. Each of these topics are reviewed below.
Strategic Communication Planning
Strategic communication is communication that is purposeful and planned, based on research, centered on measurable objectives, and subject to careful evaluation. Smith (2013) points out its importance by explaining that strategic communication is a process that considers both the organization and its stakeholders. A gap exists, however, between strategic communication knowledge required of future business leaders and their ability to create and implement programs.
Implementation begins with a strategic communication plan. A strategic communication plan has been defined as intentional communication undertaken by a business that has a purpose and in which management entertains options and makes decisions (Smith, 2017). Yet this management function may perplex students who graduate from MBA programs without appropriate education in the theoretical frameworks and practical application of strategic communication approaches. The need for strategic communication curriculum in MBA programs reflects the needs of contemporary businesses to employ effective communicators.
Hagan (2011) posits that many business leaders lack training regarding how to strategically communicate with internal and external publics both in proactive and reactive situations. She describes business leaders’ focus on growing revenues and profits while catering to shareholders as overshadowing their consideration for the power of public opinion and media influence. This deficiency in strategic communication capabilities has business implications that are becoming ever more clear as business leaders make egregious communications errors and suffer media consequences, with serious reputational damage and negative impact to business outcomes to follow (D’Angelo, 2011). The importance of an emphasis on an integrated, strategic approach to stakeholder communication is underscored by Argenti et al. (2005) who conclude that tactical and short-term approaches will make it difficult for companies to compete. Instead, the longer term integration of the strategic communicator into business processes is required.
Planning ensures a long-term focus that strategically aligns communication tactics and messages with the business goal of the organization. Strategic plans feature four essential steps: research, programming, implementation, and evaluation (Broom & Sha, 2013). Communication tactics that are implemented as part of strategic communication plans may be the most obvious elements of the communicators’ role. They are, however, just one element of strategic planning. The process begins with extensive research regarding the internal and external environment and includes development of communication goals and objectives based on research findings prior to selection and implementation of tactics designed to meet objectives (Broom & Sha, 2013; Hayes, Hendrix, & Kumar, 2013). The final step requires evaluation of all elements of the plan. In assessing the persuasive and other communication abilities of MBA students, Apparaju (2016) concludes that MBA students are not confident in their ability to organize messages aligned with specific strategies or use strategies to target messaging to certain audiences and are uncertain about effective strategies for building credibility.
Reputation Management: Crisis Management and Corporate Social Responsibility
Crisis Management
One of the most challenging situations business leaders face is crisis, a quickly arising, significant event that occurs naturally or as a result of human error or intention that results in intense scrutiny from customers, media, regulators, government, and other key stakeholders. This scrutiny can threaten the reputation of organizational leadership as well as the operation of the organization if not handled correctly (Coombs, 2014). While crisis can be unexpected, Hagan (2011) emphasizes that the “majority of crises are where management knows about problems, or should, before they blow up. Most business crises that get publicity are the results of management decisions/actions, or inactions” (p. 45).
Consistent with this finding, crisis management is a frequent topic in both undergraduate and graduate public relations classrooms. The literature on business school curriculum for MBA students demonstrates that crisis management is also identified as an increasingly important topic for graduate business students, with a number of recent articles (D’Angelo, 2011; Hagan, 2011; Fischbacher-Smith & Fischbacher-Smith, 2013; Foote, 2013) focusing on the value of crisis management lessons for emerging corporate leaders. The importance of crisis management for MBA students is also evidenced by the fact that one of the universities within the PRSA MBA/Business School Program titles its course, “Leadership and Crisis Management” as well as the high frequency of mentions of crisis as a content area in the syllabi of schools participating in the PRSA MBA/Business School Program.
The challenging business environment has made the calls for more crisis training for MBA students more pronounced. As part of a study that asked business leaders about what should be taught more/less in business schools, Muff (2012) concludes that the economy resulted in an expressed need for crisis management across sectors. Apparaju (2016) agrees that crisis management is among the important skills demanded “by the altering contexts of business practices” (p. 36).
Foote (2013) emphasizes that even experienced leaders fail to communicate, connect, and behave appropriately during crisis. This failure can have short- and long-term reputational consequences. He notes, however, that . . . an effectively handled crisis can be a defining moment for a leader, and offers the opportunity to reinforce core values and strengthen competitive position (Augustine, 1995; Ulmer, Sellnow, & Seeger, 2011; Wooten & James, 2008). When serious unexpected situations arise, leaders need to be fully aware of the potential impact of a crisis not only on the short-term value of the business but on its longer term relationships with all stakeholders (Argenti, 2006). Leaders who proactively seek to open two-way communication can reduce the damage from a crisis (Cooper, 2009; Grunig, 2009; Grunig & Grunig, 1992). (p. 80)
Many scholars recognize that crisis can also become an opportunity as organizations employ strategic communication to effectively manage them. In his book on corporate reputation, Diermeier (2011) presents numerous case studies of organizations that not only recovered but prospered in part by their crisis handling–from well-covered historical cases like Johnson & Johnson and Tylenol to more recent cases including Daimler Mercedes and McDonald’s. But he points out that, too often, business leaders miss the opportunity to enhance reputation by looking at crisis solely as damage control. Scholars viewing MBA curricula have specifically called for more training in communication in general and crisis management in particular. New academic business programs are recognizing the need for reputation management through effective crisis communications strategies.
Corporate Social Responsibility
Scholarship indicates that future MBA programs will effectively incorporate curricula on ethics, corporate social responsibility, and globalization (Schlegelmilch & Thomas, 2011; Wright & Bennett, 2011). Forward-thinking MBA programs no longer consider ethics as a course option, but rather a necessity based on increased public pressure for ethical business performance (Trefalt, 2011). With the strategic tie to marketing, the corporate social responsibility function emerges as a key training area for business students (Withey & Panitz, 2015). These curricula changes emerge as corporate social responsibility gains greater recognition as a vital aspect of business management and marketing. Businesses may undertake a corporate social responsibility program to achieve a boost in corporate reputation or activate purchase intention among participants, as literature suggests (Elkington, 1997). Active corporate social responsibility programs can help the corporation achieve a strategic business advantage (Porter & Kramer, 2003) and form relationships with consumers (Hall, 2006). Corporate social responsibility can stimulate a corporate advantage (Diermeier, 2011) and deliver brand value (Murray & Vogel, 1997), as scholars note a distinctive, strategic connection between brand building and corporate social responsibility (Bhattacharya, Korschun, & Sen, 2009).
Scholars assert that the public assigns better reputations to firms that have philanthropic involvement (Fombrun & Shanley, 1990) than to firms that do not. Others note that corporate social responsibility presents a foundation for brand equity (Torres, Bijmolt, Tribo, & Verhoef, 2012). Corporate social responsibility communication can also provide businesses with aspects of reputation risk management and marketing prowess if communicated to key stakeholders in a way that resonates with them (Jahdi & Acikdilli, 2009; Vallaster, Lindgreen, & Maon, 2012). Consumer actions that result from consumer exposure to corporate social responsibility may not be tied to a specific product, but assist with advancing the corporate brand (Brown, Broderick, & Lee, 2007). In what has been called “brand insurance” (Werther & Chandler, 2005), corporate social responsibility can protect corporations against management lapses, but the program must resonate with stakeholders in a way that endorses overall brand value (Vallaster et al., 2012). However, corporations are warned to guard against shameless self-promotion with corporate social responsibility, as consumer skepticism can lead to unfavorable word-of-mouth and reputation harm (Skarmeas & Leonidou, 2013).
Message Delivery Methods: Media Relations and Social Media
Media Relations
Media relations refers to the ways in which an organization establishes, builds, and maintains relationships with the media. A central function of the practice of public relations and often taught in university-based public relations courses, media relations includes proactively seeking media attention as well as responding to the media when the organization is under fire. Because of the high-profile nature of media relations, the function is one often associated with the role of the public relations practitioner. Tactics involved with media relations include news conferences, the writing and distribution of media releases, pitching the media via traditional and nontraditional approaches, and other contemporary techniques. Foote (2013) emphasizes that social media has added to the complexity of messaging and organizations’ relationships with the media, particularly around crisis situations, and that leaders need to be aware of the range of channels available to them to send and receive messaging, including social media.
While our audit of syllabi used in the PRSA MBA/Business School identified a focus at some universities on media relations, previous literature regarding the MBA curriculum does not specifically call out this particular public relations function. This literature does, however, mention the increasingly challenging media environment (Foote, 2013; D’Angelo, 2011), the value of writing skills (Moshiri & Cardon, 2014)—which are essential to the media relations function—and the importance of message formulation at a time of heightened relevance of public opinion and increased power of the media (Hagan, 2007).
Social Media
The scholarly literature does suggest that strategic communication curriculum on an MBA level requires a theoretical understanding and practical application of social media. Scholars have pointed to evidence that social media is booming, yet corporate executives struggle to find appropriate strategies for its integration into respective enterprises (Meredith, 2012). It has been suggested that a problem-based learning approach for business communications courses allows students to address complex, reality-based issues (Pennell & Miles, 2009) and would be appropriate for teaching social media on an MBA level. Multiple student learning outcomes have been suggested for an ideal MBA strategic communication course for social media, including examining best practices, developing effective strategies, understanding strengths and weaknesses, tracking and evaluating company messages on social media platforms, and designing consistent messages (Meredith, 2012).
A recent national study found that while some business communications courses offer social media instruction, Moshiri and Cardon (2014) report that the majority does not. The failure of the integration of social media may be the result of a stream of scholarly thought that advocates for cautiousness in adopting social media strategies for business. In a call for a “measured approach,” the rush to Web 2.0 strategies has been called “premature” for undergraduate business communication courses (Cardon & Okoro, 2010, p. 435). In contrast, it may be argued that MBA-level education requires the consideration of social media as an integral component of strategic communication because top corporate management make decisions regarding the use of social media in corporate social responsibility programs (Nwagbara & Reid, 2013), corporate branding (Vernuccio, 2014), and internal communications (Young & Hinesly, 2014).
Core Competencies: Ethics and Writing
The list of ethical lapses by businesses and business professionals grows longer with each workday. As infractions persist and accountability-related issues become headline news, business scholars and professionals look to stem the tide of unethical behavior. And, as Egri (2013) points out “A common refrain is that higher education, and business schools in particular, have a societal responsibility to inculcate an ethical mind-set into their students before they assume decision-making roles” (p. 70). In fact, the Association to Advance Collegiate Schools of Business requires an ethics component in business education, first introduced as stand-alone courses and later as integrated into functional business courses (Burns, 2012).
Ethics is also central to public relations education. In fact, public relations educators have had the same discussions about stand-alone versus integrated ethics instruction as have educators in business school (Silverman, Gower, & Nekmat, 2014). Few, however, refute the need to teach the subject. According to Silverman et al. (2014), two reports from the Commission on Public Relations Education, A Port of Entry (1999), and The Professional Bond (2006), comment on the importance of ethics in the undergraduate and graduate public relations curricula. In addition, ethics is one of the core values for communication programs to receive accreditation from the Accrediting Council for Education in Journalism and Mass Communications. Ethics education, including topics such as credibility, ethics codes, corporate social responsibility, public relations law, and transparency are business concerns and core elements of business success.
Writing proficiency is another core competency critical to strategic communication. The development and execution of strategic communication plans requires professionals to think critically about research findings, logically organize an approach, and communicate in multiple and professional written and oral formats and across various platforms. This core competency is also one that too many of today’s students—in public relations (Cole, Hembroff, & Corner, 2009) and business classes (Bacon, Paul, Johnson, & Conley, 2008)—lack. Researchers point to the need to assess and improve the writing skills of MBA students in particular, underscoring that the lack of effective writing skills for MBA graduates remains a source of complaints by both corporate executives and graduate faculty (May, Thompson, & Hebblethwaite, 2012). This conclusion is also clear in commentary from journalists (Middleton, 2011) covering business issues. As with ethics education, the current suggestion is that writing and editing be integrated into MBA curricula so that students learn and practice these skills on an ongoing basis (Bacon et al., 2008).
Research Questions
The current business landscape reflects the need for strategic communication curricula in MBA programs. The inclusion of strategic communication content in MBA programs across the nation via the PRSA MBA/Business School Program was created to respond to that need. To measure the effectiveness of MBA curricula that address strategic communication strategies and tactics, we devised a series of research questions.
Method
Our research method included an audit of syllabi used by schools teaching strategic communications as part of the PRSA MBA/Business School Program and interviews with those who had taken the class.
Audit of Syllabi
Our methodology was initiated with a comprehensive audit of content areas taught in MBA programs participating in the PRSA MBA/Business School Program. The program launched in fall 2012 and includes 15 colleges and universities to date. Syllabi used by colleges and universities in the program were audited, concentrating on class title, class description, and class content areas.
The audit found that no consistent course title exists among classes taught through the PRSA MBA/Business School Program. While Reputation Management is part of the course title at two of the seven universities included in the sample (where titles are Reputation Management at one school and Reputation Management: Strategies for Successful Communication at the second); other course titles include Organizational Communication; Leadership and Crisis Management; and Strategic Communication. Course titles remain different across institutions, echoing findings regarding public relations master’s degree programs and indicating various approaches to the inclusion of strategic communication in the MBA program.
The variety of course titles in the PRSA MBA/Business School Program is reminiscent of findings from the Commission on Public Relations Education’s (2012) report on standards for a master’s degree in public relations, which showed great range in the titles of public relations master’s degree programs. Twenty-four percent of public relations master’s programs use “public relations” in the program title, followed by the next highest percentage (14%) using “strategic communication.” Other terms used include “strategic public relations, strategic management and communication management” (p. 4). In Auger and Cho’s (2016) study, 85% of programs that offered courses in public relations did not contain the words “public relations.” Toth and Briones (2013) described the variety of names of master’s degree programs focused on public relations “striking” (p. 128).
Considering the lack of uniformity of graduate public relations program names, the diversity of course titles in the PRSA MBA/Business School Program is not surprising. Toth and Briones (2013) suggest that the range of course titles in graduate public relations education reflects “the preferences of the universities in terms of where the degree should be housed” (p. 129). Likewise, business schools may prefer to include a focus on “management,” “strategy,” and “organization,” in the titles of the strategic communication classes they adopt because the titles more closely reflect core elements of the business school curriculum.
Our audit also identified the core areas of emphasis covered in the classes, identifying topics that are included as a function of their common use in the practice of public relations. These topics areas include strategic communication planning, certain traditional message delivery methods (i.e., media relations), contemporary message delivery methods (social media), core competencies (i.e., ethics and writing), and organizational reputation management (including crisis management, corporate branding, and corporate social responsibility).
Interviews
Our method encompassed qualitative measurement techniques to determine the outcome of strategic communication curricula in MBA programs by querying a sample of course alumni through telephone interviews. We recruited participants, exposed them to a 12-question survey instrument through telephone interviews, transcribed the data, conducted analysis using NVivo software, and performed constant comparative data analysis techniques (Connelly 2013; Giles, de Lacey, & Muir-Cochrane, 2016) to determine themes and relationship nuances among the research findings. NVivo is a qualitative data analysis computer software package produced by QSR International.
Participants
We used purposive sampling to acquire participants for the study. Purposive sampling is the nonprobability procedure of selecting a sample on the basis of knowledge of a population, its elements, and the purpose of the study. Daniel (2012) defines purposive sampling as a “nonprobability sampling procedure in which elements are selected from the target population on the basis of their fit with the purposes of the study and specific inclusion and exclusion criteria” (p. 87). The technique is used when researchers seek cases typical of the population, which depends on the judgment of the researchers.
The sample was composed of respondents who completed a PRSA MBA/Business School Program class in strategic communication between December 2013 and August 2016 and who self-reported a minimum of 3 years of professional experience. Nine females and 11 males comprised the sample. An initial roster of potential respondents was supplied by six instructors of strategic communication classes that were part of the PRSA’s MBA/Business School Program. We conducted a random draw of names to yield 60 participants who were then contacted via e-mail and phone to arrange for the in-depth interview. Two out of three individuals sampled did not participate in the study for a multitude of reasons including the inability of researchers to secure an appointment for the interview, incorrect contact information, personal opt-out, and participant schedule conflicts that made them unable to complete the interview in the allotted data collection period. Participants comprised a sample of 20 former MBA students who self-reported themselves as seasoned business professionals with a minimum of 3 years of experience. Participants had an average of 10.6 years of professional experience. Participants had earned undergraduate degrees in more than 16 different areas, including marketing, finance, and business management. Eight respondents earned their undergraduate degrees in business-related fields. Researchers selected the sample size to encompass 20 individuals, representing an adequate sample of the qualifying students across the MBA program. Scholarly rigor suggests that this number is deemed appropriate based on qualitative research methods that suggest a sample size as small as 10 individuals for this type of query (Lichtman, 2012).
Design
Researchers used NVivo qualitative data analysis software to assist with the research process of coding and analyzing data. The research materials included a qualitative survey instrument that exposed respondents to 12 questions. All interviews were recorded. The survey asked
What strategic communication topics did you find most valuable in the MBA course?
How has the course enhanced your skill set?
Can you recall specific examples from your professional career that linked to course concepts?
In what ways has the course enhanced your ability to do your job?
In what ways has the course enhanced your ability to seek promotion inside or outside your organization?
Explain if the course has given you greater access to corporate/organization management.
In what ways did the class grant you greater access to the C-Suite?
What aspects of communication did you expect in this course that were not covered?
What strategic communication topics do you believe are worthwhile for today’s business leaders?
In what ways, if any, did the class change your perception of the practice of public relations and the role of the public relations practitioner?
What types of assignments were valuable to you as a student in the strategic communication class?
What types of assignment were least valuable to you in the class?
Analysis
We used three methods of meaning interpretation: researcher construction, subjective valuing, and contingent accuracy. First, as part of the research construction dimension of meaning interpretation, we crafted a survey instrument composed of 12 questions tied to themes identified via the audit of syllabi and the Review of Literature. We then sent the instrument to an independent panel of experts for review, with refinements made prior to finalizing it. Second, to accomplish subjective valuing, we used NVivo 11 software to identify common themes emerging among the questions and draw preliminary results. The technology-enabled analysis provided results indicating the prevalence of key words that appeared among respondent answers. Third, the contingent accuracy measurement performed in this study encompassed the evaluation of transcripts and subsequent coding of data.
Data collection occurred during a 1-month period in 2016. Four researchers well versed on the questions and procedures conducted the initial interviews. The transcripts were prepared by each data collector and then imported into NVivo software. We analyzed themes emerging from answers to each question and discerned relative key word data found in the responses. From this key word analysis, we developed an analytic memo addressing preliminary themes, identifying the recurrence of dominant topic areas. The second dimension included the coding of 20 interviews by two independent researchers to confirm the accuracy of preliminary themes and identify additional aspects of correlating data points. Through the rigor of the data coding of the 20 interview transcripts, we linked statements appearing in research findings to the research questions and formulated conclusions. Consistent with the inductive model, we determined categories that typified the data sets, as evidenced by the prevalence of content themes in the context of the interviews. In harmony with the grounded theory (Lindlof & Taylor, 2002), we employed the constant comparative method (Glaser, 1965) to arrive at conclusions regarding the relationships between the categories of data. Each question was analyzed individually and in groups based on the research question. Specifically, data among the research questions was aggregated to determine corresponding themes using NVivo. The following were analyzed in aggregate: Interview Questions 1, 2, 3, related to RQ2; Interview Questions 4, 5, 6, 7 for RQ3; Interview questions 8, 9, 10 for RQ4, and Interview Questions 11 and 12 for RQ5.
We conducted an iterative process through the analysis period, moving from open coding to axial coding, allowing for the further evaluation of relationships between the respondent answers and the research questions. Our iterative approach to the data analysis encompassed identification of themes, conclusions of multiple investigators and data observations at various points in the research period. In sum, we used a reflexive, approach consistent with a documented iterative framework (Srivastava & Hopwood, 2009). Initial findings were reviewed in the fall 2016 with subsequent findings interpreted 4 months later. The data analysis began with primary transcript analysis and subsequently used NVivo to identify themes. To further elucidate the research interpretation, we used participant quotes to elaborate on key findings and unify the relationship between the data categories and the key conclusions.
Results
We found common traits among the respondents who took the strategic communication course. Specifically, findings indicate that participants value topic areas including crisis communication and reputation management, while the course also influenced the participant’s perception of the role of the public relations professional. However, despite efforts to incorporate communication into the strategic plan of the company and place communication at the highest levels of decision making, many students continue to interpret the role of communication as a tactical procedure more than a strategic imperative.
Our audit of the syllabi used by colleges and universities participating in the PRSA MBA/Business School Program found no consistent course title. The lack of consistency is reminiscent of findings regarding public relations master’s degree programs and indicating various approaches to the inclusion of strategic communication in the MBA program. Business schools may prefer to include the focus on “management,” “strategy,” and “organization” in the titles of the strategic communication classes because the titles more closely reflect core elements of the business school curricula.
In addition to course titles, our audit identified the core areas of emphasis covered in the classes. This examination revealed topics of common use in the practice of public relations. More specifically, the large majority of strategic communication classes include a focus on strategic communication planning, certain traditional message delivery methods (i.e., media relations), contemporary message delivery methods (social media), core competencies (such as ethics and writing), and organizational reputation management (including crisis management, corporate branding, and corporate social responsibility).
With regard to RQ2 querying about the impact of strategic communication curricula to job performance, we found that crisis communication and reputation management are leading topic areas for current strategic communication courses, both viewed as valuable areas for management. The sentiment of one participant, echoed by the majority of others, was that “. . . crisis communication has a lot to do with mitigating possible detrimental damage to a business or a brand and doing that thoughtfully is important. Crisis communications is a topic we did not cover in other classes.” Data analysis revealed that enrollment and completion of a strategic communication course at an MBA-level changes the participant’s perspectives on public relations. Students appear more aware and able to understand the role of public relations, at times debunking myths about the function of public relations. However, results also showed only a modest link between the participant’s successful completion of the course and their belief that communication is a strategic dimension of management, rather than a tactical approach. Findings indicate MBA students still largely relate business communication to tactics such as news release creation instead of strategic communication.
Findings for RQ3, assessing the value of course elements in gaining access to corporate leadership revealed two prongs of success, yet appear to fall short of breaking through the door to the highest levels of organizational decision making. Respondents reported that enrollment in an MBA-level strategic communication course enables students to perform job duties more effectively because they have an enhanced understanding of the role of communication and can offer focused attention to the discipline. Furthermore, the MBA students forecast that completion of the class will enhance their professional ability to advance in their existing organization, particularly for marketing and management positions. However, despite these advancements, students do not believe that completion of a strategic communication course gives them greater access to the C-suite/top organizational leadership. These findings suggest that future curricula must provide greater context for strategic communication, thus linking the effects of communication with corporate performance, and underscoring the imperative of communication as a strategic function.
In an analysis of RQ4, soliciting data about suggested changes to enhance the value of strategic communication courses, an insightful dynamic emerged. Students often anticipate interpersonal communication as part of the course and appear in the classroom with faulty definitions of strategic communication. This finding suggests that contemporary MBA students may define public relations in a narrow sense as interpersonal communication and do not possess a fulsome appreciation of strategic communication. For educators, this finding demonstrates the importance of lessons that clearly distinguish strategic communication from soft communication skills. Results also indicate that students appreciate and value discussions of crisis communication, information transparency, corporate social responsibility, brand management, and corporate reputation. On completion of the class, students report a change in status, moving them from a preliminary understanding of the strategic role of communication to a more in-depth one. Research reveals completion of the class also prompts a change in the perception of the strategic role and work duties for professional communicators.
The findings for RQ5, suggest that students value the inclusion of case studies in a course, and they anticipate writing assignments to practice the appropriate skills required for strategic communication management proficiency. Interestingly, several noted the value of learning about the content of quality press releases and in practicing how to compose them. Last, they show that a course requirement (used in some versions of the course) to engage with a chief executive officer provided opportunities for broader learning and enhanced the participant’s belief in the importance of strategic communication skills for job advancement. Students valued skills-based activities in contrast to traditional lecture activities. These findings suggest that MBA curricula can introduce experiences that better foster learning in a discipline that students may have had modest exposure to in the undergraduate environment.
Suggestions for Including Strategic Communication in MBA Programs
The findings of this research study suggest potential improvements for the inclusion of strategic communication courses in MBA programs. These improvements include the following:
Business schools may prefer to include the focus on “management,” “strategy,” and “organization” in the titles of the strategic communication classes because the titles more closely reflect core elements of the business school curricula class content, however, should continue to emphasize strategic communication planning; certain traditional message delivery methods (i.e. media relations); contemporary message delivery methods (social media); core competencies (such as ethics and writing) and organizational reputation management (including crisis management, corporate branding, and corporate social responsibility).
Strategic communication curricula require greater diligence and care for defining the strategic nature of communication in a business to dispel preconceived notions of the public relations professional as a tactician, or interpersonal communicator.
Strategic communication courses must provide stronger links between corporate performance and communication programs to enlighten students to the practical, real-world application of communication.
Measurement of strategic communication is a vital course component because it is required to validate communication efforts and delineate the impact on achieving business objectives, thus giving communicators an entry point into the C-suite. The recommended focus for measurement is on strategic communication outcomes (rather than outputs or tactics) that are tied to business goals and carefully measured using the Barcelona Principles (Barcelona Principles, 2018) as a guidepost. Examined in this way, the essential contribution strategic communication makes to the bottom line is clear to MBA students.
While addressing crisis, educators can expand topic areas to include corporate reputation management and other contiguous areas to provide a more comprehensive understanding of the strategic nature of corporate communication.
MBA students value specific assignments that include interviews with CEOs regarding their strategic communication and crisis response, analysis of case studies focused on both proactive and reactive strategic communication plans and outcomes, and writing assignments that allow them to create fundamental public relations tactics such as press releases.
Discussion
This research underscores the emerging role of strategic communication curricula in MBA programs. As Teal and Krishnan (2001) note, “Business schools face continuous pressure and constant demand for improving and updating curriculums to meet the changing needs of businesses that employ business graduates” (p. 63). When launched in fall 2012, the PRSA MBA/Business School Program sought to better equip future business leaders to face communication, brand, and reputation development and crises by increasing the number of MBA curricula providing strategic communication content. Today 16 business schools throughout the nation participate in the PRSA’s MBA/Business School Program. The program was developed following a 2008 study by the PRSA Foundation that demonstrated only 23% of graduate business schools consistently provide instruction in reputation management, corporate communications, and related ethical dimensions (Byrum, 2013). The program sought to better ensure that business executives enter middle-management and senior-level positions with a “full understanding of the role of strategic communications in maintaining corporate reputations, protecting shareholder value and effectively communicating with such key stakeholders as investors, customers, employees, activists and community groups and others” (Byrum, 2013, p. 2).
Our study demonstrates progress toward that objective in key areas. In addition, it identifies areas in which the course can be enhanced for improved outcomes that meet the needs and expectations of MBA students required in an increasingly competitive marketplace with 24/7 media coverage and social commentary. And, finally, it reveals opportunities for future research. Our study demonstrates that the major content areas featured in strategic communication courses developed as part of the PRSA MBA/Business School Program are currently consistent with recommendations from business and public relations education scholars. In short, the need for MBA students to have a more solid understanding of traditional message delivery methods, contemporary message delivery methods, core competencies, and organizational reputation management is reflected in the literature. Furthermore, these needs are currently being delivered via courses participating in the program. Study participants emphasized a particularly acute appreciation for lessons on crisis communication, understanding that the scrutiny that results from crisis can threaten the reputation of organizational leadership as well the operation of the organization if not handled correctly (Coombs, 2014). Responses continually noted a reliance on crisis communication as a defensive measure and brand management as an offensive measure, and the study’s syllabi audit revealed that crisis communication is taught in every strategic communication class.
Teaching strategic communication in the MBA curricula changed students’ perception of the strategic role of public relations professionals and the value of strategic communication. While impressions of the value of strategic communication were enhanced, the responses of participating MBA students revealed an entrenched notion of public relations as a tactical endeavor rather than a strategic imperative. This view may be further solidified in traditional MBA programs where business communication skills have traditionally been defined as soft skills such as oral and written communication.
The strategic nature of communication as practiced by public relations professionals must continue to be stressed in the course materials, including an emphasis on measurement of strategic communication outcomes. Other pedagogical lessons include the value of case studies and practical writing assignments. The majority of participants agreed with the literature that interactive cases that reveal key concepts about and allow for practice of strategic planning and response are powerful instructional tools. Apparaju (2016) notes that the value of simulation to enhance students’ understanding that “strategy results in successful persuasion” (p. 40). Fischbacher-Smith and Fischbacher-Smith (2013) also emphasize the importance of case studies for MBA students’ learning.
This research underscores the need to assess and improve the writing skills of MBA students in particular, underscoring that the lack of effective writing skills for MBA graduates remains a source of complaints by both corporate executives and graduate faculty (May, Thompson, & Hebblethwaite, 2012). With this tenet in mind, we recommend students participate in writing activities and earn grades for written work in strategic communication courses. Interestingly, several study participants stressed the value of learning about the mechanics of news release writing and distribution, suggesting this topic merits inclusion in studies regarding the PRSA MBA/Business School Program.
Limitations and Future Directions
While this work depicts results from students who have participated in strategic communication curricula associated with the PRSA, researchers acknowledge limitations of the study. First, this study used 20 respondents. Future study will encompass a larger body of respondents. Second, the qualitative method allows for the collection of data with richer nuances regarding curricula outcomes. Future research may include both qualitative and quantitative research techniques to measure these outcomes. Third, as the curricula is presented in different formats, such as part of an executive MBA program or short-term semester program, future research may test the effectiveness of the different teaching formats and provide pedagogical recommendations regarding course content and format. Fourth, future study may evaluate the correlations between education in strategic communication and performance of job responsibilities. Future pedagogical research may also include querying of course instructors to investigate specific student learning outcomes and the measurement of classroom activities. Last, to resonate with the overarching objective to incorporate strategic communication in the MBA programs nationwide, strategic communication curricula for MBA students must be studied in the context of leadership.
Footnotes
Declaration of Conflicting Interests
The author(s) declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: Two of the authors (Rennie and Byrum) serve on the PRSA MBA/Business School Program Committee.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
