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dc.contributor.authorPowell, Mandy
dc.contributor.authorPieczka, Magda
dc.date.accessioned2018-06-29T21:27:07Z
dc.date.available2018-06-29T21:27:07Z
dc.date.issued2016-08-13
dc.identifierER4456
dc.identifier.citationPowell, M. & Pieczka, M. (2016) Understanding Learning in Senior Public Relations Practices: from boundary spanning to boundary dwelling. Journal of Communication Management, 20 (4), pp. 312-327.
dc.identifier.issn1363-254X
dc.identifier.urihttp://dx.doi.org/10.1108/JCOM-11-2015-0093
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/4456
dc.description.abstractOver the last 50 years, the social legitimacy of public relations has improved through standardising and monitoring the education and training of its practitioners. This article argues however that while successful in developing a professional development trajectory from novice to competent practitioner, the profession has struggled to fully understand the development trajectory of senior public relations practices. The diversity of occupational contexts in which public relations is practised, the condition of professional seniority and the knowledges and tools required for working at occupational boundaries is challenging for senior public relations practitioners. It is also a challenge therefore, for the profession to develop and support the learning required for senior practice beyond competency frameworks. This article suggests that socio-cultural learning theory offers a potentially fruitful way of understanding what and how senior professionals learn that requires public relations to develop a clearer conceptual understanding of the relationship between knowledge and practice. 'Communities of practice' has been influential in the fields of management and organisations (Bolisani and Scarso, 2014) but this article employs the idea of a learning process that takes place in 'constellations of practices' (Wenger, 1998) to offer a view of senior practice as boundary dwelling (Engestrom, 2009) rather than boundary spanning. Senior practitioner learning therefore, is 'situated' (Lave and Wenger, 1991) in the liminal spaces those boundaries provide and should be understood as inherently uncertain and always becoming. The article argues in consequence, there is a pressing need for senior practitioner learning to be more effectively supported by the professional group.
dc.format.extent312-327
dc.publisherEmerald
dc.relation.ispartofJournal of Communication Management
dc.titleUnderstanding Learning in Senior Public Relations Practices: from boundary spanning to boundary dwelling
dc.typearticle
dcterms.accessRightsrestricted
dc.description.facultydiv_MCaPA
dc.description.volume20
dc.identifier.doihttp://10.1108/JCOM-11-2015-0093
dc.description.ispublishedpub
dc.description.eprintid4456
rioxxterms.typearticle
refterms.dateAccepted2016-08-13
refterms.dateEmbargoEndRestricted to Repository staff only until 28 November 2018
refterms.dateFCD2016-09-01
qmu.authorPieczka, Magda
qmu.authorPowell, Mandy
qmu.centreCentre for Communication, Cultural and Media Studies
dc.description.statuspub
dc.description.number4


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