Theory vs practice: perceptions of professionalisation in strategic communication education
This research examines the professionalisation of strategic communication as a teaching discipline by exploring perceived tensions within the subject. Higher education is a “battleground” for both professions and would-be professions, and the study offers a deeper understanding of the dynamic tensi...
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| Format: | Article |
| Language: | English |
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University of Johannesburg
2025-05-01
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| Series: | Communicare |
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| Online Access: | https://journals.uj.ac.za/index.php/jcsa/article/view/2983 |
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| author | María Ruiz Carreras Jörgen Eksell Marja Åkeström Howard Nothhaft |
| author_facet | María Ruiz Carreras Jörgen Eksell Marja Åkeström Howard Nothhaft |
| author_sort | María Ruiz Carreras |
| collection | DOAJ |
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This research examines the professionalisation of strategic communication as a teaching discipline by exploring perceived tensions within the subject. Higher education is a “battleground” for both professions and would-be professions, and the study offers a deeper understanding of the dynamic tensions shaping the professionalisation process of this discipline. However, there has been limited research in this area within strategic communication. This study is based on qualitative interviews with 25 programme directors of international master’s programmes and leading academics from various parts of the world. The empirical findings show that the interviewees perceive the tension between theory and practice as crucial. Some educational programmes prioritise theory to provide students with a profound understanding of fundamental principles, whereas others emphasise practice to enhance employability and practical skills. The study shows that the perceived dichotomy theory and practice in master’s programmes is oversimplified and involves several nuances and distinctions. The research provides greater insight into how tensions surrounding professionalism arise in emerging fields at the university level, particularly in disciplines that are still establishing their position and trajectory. Furthermore, it raises new questions about how university systems and traditions affect professionalisation processes.
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| format | Article |
| id | doaj-art-1d1fe5b1eb2f42bb8fe2fb2ff4976750 |
| institution | DOAJ |
| issn | 0259-0069 2957-7950 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | University of Johannesburg |
| record_format | Article |
| series | Communicare |
| spelling | doaj-art-1d1fe5b1eb2f42bb8fe2fb2ff49767502025-08-20T03:11:51ZengUniversity of JohannesburgCommunicare0259-00692957-79502025-05-0144110.36615/t859xs40Theory vs practice: perceptions of professionalisation in strategic communication educationMaría Ruiz Carreras0https://orcid.org/0000-0003-3773-8378Jörgen Eksell1https://orcid.org/0000-0002-9602-6998Marja Åkeström 2https://orcid.org/0000-0001-5289-6775Howard Nothhaft3https://orcid.org/0000-0003-4576-6205Halmstad UniversityLund UniversityLund UniversityLund University This research examines the professionalisation of strategic communication as a teaching discipline by exploring perceived tensions within the subject. Higher education is a “battleground” for both professions and would-be professions, and the study offers a deeper understanding of the dynamic tensions shaping the professionalisation process of this discipline. However, there has been limited research in this area within strategic communication. This study is based on qualitative interviews with 25 programme directors of international master’s programmes and leading academics from various parts of the world. The empirical findings show that the interviewees perceive the tension between theory and practice as crucial. Some educational programmes prioritise theory to provide students with a profound understanding of fundamental principles, whereas others emphasise practice to enhance employability and practical skills. The study shows that the perceived dichotomy theory and practice in master’s programmes is oversimplified and involves several nuances and distinctions. The research provides greater insight into how tensions surrounding professionalism arise in emerging fields at the university level, particularly in disciplines that are still establishing their position and trajectory. Furthermore, it raises new questions about how university systems and traditions affect professionalisation processes. https://journals.uj.ac.za/index.php/jcsa/article/view/2983higher educationmaster’s programmesprofessionalisationprofessionalisation processesstrategic communicationtheory‒practice tension |
| spellingShingle | María Ruiz Carreras Jörgen Eksell Marja Åkeström Howard Nothhaft Theory vs practice: perceptions of professionalisation in strategic communication education Communicare higher education master’s programmes professionalisation professionalisation processes strategic communication theory‒practice tension |
| title | Theory vs practice: perceptions of professionalisation in strategic communication education |
| title_full | Theory vs practice: perceptions of professionalisation in strategic communication education |
| title_fullStr | Theory vs practice: perceptions of professionalisation in strategic communication education |
| title_full_unstemmed | Theory vs practice: perceptions of professionalisation in strategic communication education |
| title_short | Theory vs practice: perceptions of professionalisation in strategic communication education |
| title_sort | theory vs practice perceptions of professionalisation in strategic communication education |
| topic | higher education master’s programmes professionalisation professionalisation processes strategic communication theory‒practice tension |
| url | https://journals.uj.ac.za/index.php/jcsa/article/view/2983 |
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