Unit 3 Public Relations Research

1. Unit 3 Public Relations Research

2. Skills focus Listening • preparing for a lecture • predicting lecture content • making lecture notes • using different information sources Speaking • reporting research findings • asking for information • formulating questions Vocabulary focus • stress patterns in multi-syllable words • two-word phrases

4. 3.1 Vocabulary A Discuss these questions. What is research? Research seeks answers to questions; it is the systematic collection and interpretation of data undertaken in a controlled and objective manner. Research attempts to describe, understand and predict data from a number of sources. 2 How many different types of research can you name? 3 Why is public relations research important? Public relations research is important for assessing campaigns and PR messages, and measuring communication effectiveness. It is also important for monitoring developments and trends.

5. 3.1 Vocabulary B Study the pictures on the opposite page. What research activities are shown? Discuss the pictures using phrases from box a. (You will not need all the phrases.)

6. 3.1 Vocabulary B Study the pictures on the opposite page. What research activities are shown? Discuss the pictures using phrases from box a. (You will not need all the phrases.) face-to-face interview desk research e-mail survey panel study

7. 3.1 Vocabulary B Study the pictures on the opposite page. What research activities are shown? Discuss the pictures using phrases from box a. (You will not need all the phrases.) online research telephone survey focus group postal questionnaire

8. 3.1 Vocabulary C Look at the phrases in box a. • Sort the bold words into groups according to number of syllables and stress pattern. • 2 Underline the stressed syllable in each bold word. See Vocabulary bank re'search 'survey, 'focus, 'panel 'interview, 'omnibus questio'nnaire, ethno'graphic, longi'tudinal

9. Vocabulary bank Stress within words Nouns, verbs, adjectives and adverbs are called content words because they carry the meaning. One-syllable words Some content words have one syllable or sound. This is always stressed. Examples: 'mail, 'poll

10. Vocabulary bank Stress within words Two-syllable words Some content words have two syllables. Two-syllable nouns and adjectives are often stressed on the first syllable. Two-syllable verbs are often stressed on the second syllable. Examples:Exceptions:

11. Vocabulary bank Stress within words This is true for most words ending in: Multi-syllable words Some content words have three or more syllables. Multi-syllable words are normally stressed three syllables from the end. Examples: Ooo oOoo ooOoo

12. Vocabulary bank Stress within words Exceptions Multi-syllable words ending in the following letters are normally stressed two syllables from the end.

13. Vocabulary bank Stress within words Stress sometimes moves to fit the patterns above when you add a suffix. Examples: ‘formulate formu’lation

14. 3.1 Vocabulary D Complete each sentence with a phrase from box a. Change the form if necessary. panel study • 1 The teenagers were recruited for a food tasting which lasted four consecutive years. • The increasing cost of postage and length of response time means there are fewer • . • 3 A poll which allows organizations to “buy” questions is called an . • 4 Discussion groups of 8–12 representatives of a target market are known as . • 5 Trained tele-researchers are often used for . • 6 If you have a computer, can be a quick and convenient way to gather data. • 7 Because they can be time-consuming, can also prove to be expensive. • 8 It is advisable to do before starting a research project. postal questionnaires omnibus poll focus groups telephone surveys online research face-to-face interviews desk research

15. 3.1 Vocabulary E Complete each two-word phrase in the paragraph below with a word from box b. Change the form if necessary. The focus of PR research is the relationship between institutions and their target . The research defines the objectives of a research project. Before beginning the research project, secondary , meaning the analysis of existing research like opinion , is important to help the researcher set measurable research objectives. Quantitative research uses a scientific and a wide range of data collection techniques. A longitudinal study interviews the same individuals regularly over a period of time, while a demographic looks at changes in births, marriages, deaths, etc. in a particular area during a period of time. In surveys, polls, etc., questionnaire is very important to ensure good results. market(s) brief research polls method analysis design

16. 3.2 Listening A Study the Hadford University handout. What do you expect to learn in this lecture? Make a list of points. Check the pronunciation of the words in the questionnaire, with other students or with a dictionary. Write down some key words you expect to hear. How are you going to prepare for this lecture?

17. 3.2 Listening B Listen to Part 1 of the lecture. 1 What does the lecturer give definitions of? Research in general; definition of public relations research. 2 What do you expect to hear in the next part of the lecture? Main sources of data; data collection methods. 请将本单元的音频和此PPT放在一个单独的文件夹内，点击小喇叭即可播放音频。（下同）

18. 3.2 Listening C Listen to Part 3 of the lecture. 1 What is the main idea of this section? There are two main sources of data (primary and secondary). Primary research can be divided into qualitative and quantitative research. The quantitative research methodology is described. 2 What is the meaning of secondary data? It is information obtained from existing sources, including other research. 3 What methods of quantitative research are mentioned? Interviews, shopping mall intercepts, telephone surveys, postal surveys, omnibus polls, panel studies, e-mail and web-based surveys. 4 What is the best way to organize notes for this lecture?

19. 3.2 Listening D Listen to Part 3 of the lecture. 1 How could you write notes for this part? A table would be a good way of presenting this information clearly. 2 What are the key words and definitions? Omnibus polls: “all-purpose” surveys carried out on a regular basis to monitor consumer behaviour. Panel studies: surveys of the same groups of individuals over a period of time. • Longitudinal studies: same group of people interviewed over time, usually discussing the same topic. • Delphi studies: a series of interviews with a panel of experts. E-mail questionnaires: self-administered questionnaires sent electronically to respondents. Web-based surveys: electronic surveys which respondents complete. The information provided is collected in databases.

20. 3.2 Listening E Look at the model questionnaire. 1 What question type is used in questions 58 to 65? Questions 58–65 are closed, forced-choice questions typical of quantitative research. 2 What question type is used in questions 66 to 69? Questions 66–69 are the open-ended free response questions typical of qualitative research.

21. 3.2 Listening F Listen to Part 4 of the lecture. 1 What methods of qualitative research are mentioned? 2 Use your notes to list the main points of all the lectures you have heard so far. 3What is the best way to organize these notes?

22. 3.2 Listening F Listen to Part 4 of the lecture. 1 What methods of qualitative research are mentioned? focus groups depth interviews ethnographic studies inquiry studies

23. 3.2 Listening F Listen to Part 4 of the lecture. 2 Use your notes to list the main points of all the lectures you have heard so far.

24. 3.2 Listening F Listen to Part 4 of the lecture. 2 Use your notes to list the main points of all the lectures you have heard so far.

25. 3.2 Listening F Listen to Part 4 of the lecture. 3What is the best way to organize these notes? A table – see above – is the best method for listing the main points of the lecture. An alternative form of notes would be a tree diagram.

26. G Listen and say whether these sentences are true or false according to the lecture. 3.2 Listening false The qualitative research is not objective. 1 2 3 4 5 6 Responses are freer and the interpretation of the responses is to some extent dependent on the researcher. true Panel studies, e.g., longitudinal studies where the same individuals are studied over a period of time, are an example of the quantitative research approach. false The qualitative research approach uses probing, open-ended, free response questionnaires. false Depth interviews are extensive, largely unstructured interviews which can be conducted face-to-face but also by telephone. false true Ethnographic studies may rely on role-playing techniques.

27. Skills bank Getting information from other people

28. Skills bank From the lecturer We can sometimes ask a lecturer questions at the end of a lecture. Introduce each question in a polite or tentative way. Examples: Could you please go over the bit about formative research again? I didn’t quite understand what you said about focus groups. I wonder if you could repeat the name of the theorists who identified the four PR eras? Would you mind giving the source of that quotation again?

29. Skills bank From other students It is a good idea to ask other students after a lecture for information to complete your notes. Examples: What did the lecturer say about quantitative research? Why did she say that web-based surveys are more passive than e-mail surveys? I didn’t get the bit about the omnibus polls.

30. Skills bank Be polite! In some situations, it can sound impolite to ask people a direct question. We may add a polite introduction. Examples: Does “ethnographic study” mean the same as “participant observation”? → Do you know if “ethnographic study” and “participant observation” mean the same? What does “methodology” mean? → Can you remember what “methodology” means?

31. Skills bank Reporting information to other people We often have to report research findings to a tutor or other students in a seminar. Make sure you can give: • sources—books, articles, writers, publication dates • quotes—in the writer’s own words • summary findings—in your own words

32. A Listen to some stressed syllables. Identify the word below in each case. Number each word. Example: You hear: 2 au /ˈɔ:/ You write: analysis format perception audience impartial qualitative bias longitudinal questionnaire context moderator respondent data observer subjective extensive participation systematic 3.3 Extending skills 10 12 5 17 4 2 18 6 8 7 13 9 16 1 11 3 14 15

33. B Where is the stress in each multi-syllable word in Exercise A? 1 Mark the main stress. 2 Practice saying each word. 3.3 Extending skills 1 ′data 7 re′spondent 13 ′moderator 2 ′audience 8 ′bias 14 ex′tensive 3 syste′matic 9 ′context 15 partici′pation 4 im ′ partial 10 ′format 16 ob′server 5 a′nalysis 11 sub′jective 17 ′qualitative 6 longi′tudinal 12 per′ception 18 questio′nnaire

34. C Work in pairs or groups. Define one of the words in Exercise A. The other student(s) must find and say the correct word. 3.3 Extending skills

35. D Look at the slide on the right. 1 Explain the type of PR communication for each period. 2 Give examples of each type. 3 Give reasons for the changes in PR communication. 3.3 Extending skills

36. D Look at the slide on the right. The mid-1900s, particularly from the 1960s onwards, were characterized by social unrest in the US. Television was a new communication medium. Governments started to use PR for the dissemination of information to their populations. Politicians increasingly used the media to communicate with their constituents. 3.3 Extending skills The early 1900s were characterized by propaganda, i.e., communicating information on behalf of your client, with no interaction, to your target audience. During the First World War, posters encouraged the population at home to contribute to the war effort through saving food, electricity, etc.

37. D Look at the slide on the right. The late 1900s were characterized by the growth of competitive business and consumerism. PR used multiple forms of communication to promote the client’s products and services and gathered feedback simply to measure suckss or failure. 3.3 Extending skills Early 2000 onwards saw the rapid growth of information technology. PR engaged in dialogue with target audiences to obtain feedback. This was to facilitate changes in behaviour, attitude, etc.

38. E Before you attend a lecture you should do some research. 1 How could you research the lecture topics onthe right? 2 What information should you record? 3 How could you record the information? Look up key words in a dictionary/encyclopedia/on the Internet. Check pronunciation so you will recognize the words in the lecture. 3.3 Extending skills Lecture 1: meanings of these terms, key uses for both, similarities and differences. Lecture 2: look up the four models on the Internet, find examples. Lecture 3: identify the key characteristics of this model. Perhaps do a spidergram so that it is easier to brainstorm with fellow students and cover all the possible areas that the lecturer might focus on. Later they can put this information into a four-column table for comparison of data.

39. F You are going to do some research on Grunig and Hunt’s four models of public relations communication. You must find: Student A • Do some research on the press agentry/publicity model. • Tell your partner about your findings. 3.3 Extending skills 1 A dictionary definition 2 An encyclopedia explanation 3 A useful Internet site Student B • Do some research on the two-way asymmetrical model. • Tell your partner about your findings.

40. A Look at Table 1 on the opposite page. 1 Cover the definitions in the second column. With a partner, discuss definitions for the terms in column one. 2 Look at column two. Can you match your definitions with those in column two? 3 Match the terms in column one with the definitions in column two. 3.4 Extending skills

41. A Look at Table 1 on the opposite page. 4 determines the relative effectiveness of a public relations campaign by measuring changes in the levels of awareness, understanding, attitudes, opinions or behaviours of a targeted audience against a predetermined set of criteria 3.4 Extending skills 1 a set of methodologies that allows the researcher to generalize to a larger audience, but often fails to gain in-depth understanding of the client object or product; a set of methodologies that follows scientific or social scientific methods 3 an informal research methodology that relies on social science tools and techniques to identify how individuals and groups think, behave and inter-relate in their natural environment

42. A Look at Table 1 on the opposite page. 6 refers to studies that are subjective, but nevertheless in-depth, using an open response format that reflects an ethno-methodological orientation 3.4 Extending skills 5 usually refers to studies that are highly objective, using closed, forced-choice questionnaires; this research relies heavily on statistics and numerical measures 2 an informal research methodology that involves the analysis of existing data

43. B You are going to listen to a lecture on theory and research. 1 Make a list of points you expect the lecturer to cover. 2 Listen to Part 1 of the lecture. Make notes. If necessary, ask other students for information. 3.4 Extending skills

44. C You are going to listen to a continuation of the lecture. 1 What is the lecturer going to talk about now? (Clue; You have researched one of these!) Grunig and Hunt’s four theoretical models of public relations practice. 2 Listen to Part 2 of the lecture. Make notes. If necessary, ask other students for information. 3 Add notes from your research (Lesson 3.3, Exercise F). 3.4 Extending skills

45. C You are going to listen to a continuation of the lecture. PR used to spread information – focus on celebrity PR Early 1900s 3.4 Extending skills public information era; one-way public information; accuracy essential Mid 1900s two-way asymmetrical model; aim to change attitudes and behaviours Late 1900s two-way symmetrical model; new approach built on principles of communication; dialogue not monologue Early 21st century

46. D Look at the handout on the opposite page. 1 Describe how you could use each model as apublic relations practitioner. 3.4 Extending skills

47. D Look at the handout on the opposite page. • Listen to Part 3 of the lecture. Check your ideas. • Are theory and research important? What is the lecturer’s conclusion? • Do you agree with the lecturer? Give your reasons. 3.4 Extending skills The lecturer concludes that theory and research are two essential and interdependent components of any scientific endeavour, or approach. They are interdependent.

48. E Using the information in your notes, prepare a presentation entitled Public relations research is … . 3.4 Extending skills 1 Include information from your lecture notes and research. 2 Discuss with a partner. 3 If necessary, ask other students for information.

49. F Give an example of a project or campaign that illustrates each of Grunig and Hunt’s four models of public relations: promotion of a foreign film festival 3.4 Extending skills • the press agentry or publicity model • the public information model • the two-way asymmetrical model • the two-way symmetrical model government health department anti-smoking campaign the launch of a new motor vehicle model a Ministry of Agriculture campaign to assess public attitudes towards the government’s support of the production of genetically-modified products

50. G The following words can be used as either verbs or nouns. 3.4 Extending skills • Write two sentences for each word using the word as both a verb and a noun. • Practise saying each word. • Read your sentences to a partner. • Does your partner agree with your use of the word? If not, discuss why. Check in a dictionary if you are unsure.