| Based upon Grunig and Hunt's four-stage public relations model construct and upon Broom and Dozier's role classification theory, this applied research explores correlations between professional and academic preparation for international public relations assignments on one hand, and success and satisfaction in international assignments on the other. It predicts a spiral beginning with preparation for international assignments, leading to assignment-seeking behavior, success and satisfaction in those assignments, consequently increased intercultural competence, followed by further assignment-seeking behavior, continuing the upward spiral.;The project involved two methodological approaches: one qualitative and inductive; one quantitative and deductive. The first comprised in-depth interviews with public relations practitioners who are, or were, involved in international public relations practice. The second employed a survey mailed to a simple random sample of 1,200 members of the Public Relations Society of America, resulting in 424 usable surveys.;Results indicate that, while few U.S. practitioners anticipate involvement in international assignments, all are likely to encounter international responsibilities in an environment of increasingly borderless communications and commerce. Academic and professional preparation for international assignments among U.S. practitioners was limited. Few have completed college coursework in non-U.S. subjects. While two-thirds completed at least a half year of foreign language study, just one in six practitioners reported even conversational ability. Government practitioners were best prepared for international assignments, nonprofit practitioners the least.;Practitioners reported aiming more of their international assignment efforts toward craft/technician functions than toward the three management categories, though management functions collectively exceeded craft/technician-related tasks. The press agentry/publicity model dominated among public relations models for practitioners in international assignments.;Practitioners reporting two-way symmetrical model dominance in their international assignments reported no greater success or satisfaction in those assignments. However, positive correlation emerged between success/satisfaction in international assignments and desire for additional international assignments. Positive correlations emerged between academic/professional preparation and management constructs in international assignments, and between the management functions and success/satisfaction in those assignments.;More than half of practitioners with international experience gained that experience primarily in Europe, and nearly half of those in England. Tiny percentages of practitioners reported professional concentrations in Africa, the Middle East or the Caribbean. |
