Sample Proposal 1

A Campaign Proposal for the Michigan
State University Department of

Advertising, Public Relations, and
Retailing.
{Michigan State University}

{East Lansing, MI 48825}
{CAS 492 PR Campaigns}
{Fall 2005}
CAS 492 PR Campaigns Fall 2005
Michigan State University
East Lansing, MI 48825
September 23, 2005
Bonnie Reece, Ph.D.

Chairperson and Professor
Department of Advertising, Public Relations and Retailing
316 Communication Arts and Science
East Lansing, MI 48824-1212
Dear Dr. Reece:
Thank you for the opportunity to propose a public relations campaign for the Department of
Advertising, Public Relations, and Retailing. Integrated Communications Expertise (I.C.E.)
looks forward to creating a campaign that aids in achieving the goals of the Department of
Advertising, Public Relations, and Retailing.
As an introduction to our campaign, we would like to share some background information with
you regarding our firm’s members.
• Megan Conquest is the Senior Account Executive. Conquest is a communication/public

relations senior. She serves as the Vice President of PRSSA at Michigan State.
Conquest interned for one year with Solomon Friedman Entertainment in Bloomfield
Hills.
• Elizabeth Cyzeska is the Assistant Account Executive. Cyzeska is an advertising/public
relations senior. She has interned with Marx Layne & Company and she currently interns
at AAA of Michigan in Dearborn.
• Ryan Dinkgrave is the Creative Director of our team. Dinkgrave is a senior majoring in
both telecommunications and communication and specializing in public relations. He has
worked with the Juvenile Diabetes Foundation, the Ralph Nader 2004 Presidential
Campaign and the Refugee Development Center.
• Josh Lord is our team’s Research Coordinator. Lord is a communication/public
relations junior. He currently holds an internship with State Representative Joel
Sheltrown and will be interning with The Rossman Group during the spring semester of
2006.
• Tiffany Love is the Communications Coordinator. Love is an advertising/public
relations senior. She has interned with Sussman/Sikes Advertising Agency in Southfield.
Love currently interns with Universal Music Group.
(more)
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In this public relations campaign proposal we will identify important publics, conduct various
forms of research, define goals and objectives, as well as suggest detailed strategies and tactics to
be employed. We will develop a campaign designed to spread awareness of the Department of
Advertising, Public Relations, and Retailing.
We understand our budget is set at $1,000 and we are confident in our abilities to implement a
successful campaign with such funding. In addition, we intend to present our proposal to the
Department of Advertising, Public Relations, and Retailing on Tuesday, December 6, 2005.
Once again, thank you for allowing us to design a public relations campaign. We look forward
to working with you and we hope to hear from you soon!
Best Regards,
Megan Conquest Elizabeth Cyzeska Ryan Dinkgrave

Senior Account Executive Assistant Account Executive Creative Director
conques3@msu.edu cyzeskae@msu.edu dinkgra2@msu.edu
Josh Lord Tiffany Love

Research Coordinator Communications Coordinator
lordjosh@msu.edu lovetiff@msu.edu
3
Table of Contents
Executive Summary 6
I. Situation Analysis 8
SWOT Analysis 10
Internal, External, and Competitive Analyses 12
Problem Statement 16
II. Research 17
III. Research Results 19
IV. Implications of the Research Results 21
V. Summary of Research Conducted by Other Firms in CAS 492 24
VI. Proposed Public Relations Plan (The Plans Book) 26

Goals 26
Objectives 26
Tactical Strategies 27
Key Message Points 29
Calendar 29
Budgets 31
Evaluation Strategies 34
VII. Conclusion 35
VIII. References 36
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IX. Appendices 37
APPENDIX A: Correspondence with School 38
APPENDIX B: Consent Form 44
APPENDIX C: Focus Group Protocol 45
APPENDIX D: Focus Group Transcript (Ryan) 50
APPENDIX E: Focus Group Notes (Josh) 59
APPENDIX F: Focus Group Notes (Megan) 62
APPENDIX G: Focus Group Notes (Tiffany) 65
APPENDIX H: Executive Summary of Research 68
APPENDIX I: Thank You Letter 73
APPENDIX J: Backgrounder (Sample) 74
APPENDIX K: Biography: Dr. Bonnie Reece, Ph.D. 75
APPENDIX L: Fact Sheet (Sample) 76
APPENDIX M: Media Advisory (Sample) 77
APPENDIX N: News Release (Sample) 78
APPENDIX O: New Logo (Sample) 79
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Executive Summary
Problem Statement
• There is a lack of public awareness and recognition of the Department of Advertising,
Public Relations, and Retailing amongst all stakeholders
• This problem needs to be addressed now
• All target publics are affected, but major areas of focus include prospective students,
current students of the department, alumni, faculty, and staff of the department
Research Method
• Focus group given to 28 students at Grand Blanc High School in Michigan
Research Results
• Many students wanted to go to college to make more money and be more successful
• Only a small percentage of the class (being mostly juniors and seniors) had even began
the college application process
• The most influential factors in choosing a college were academics, reputation, programs
offered, social activities and parents
• Informational sources used by high school students were the Internet, counselors, school
resources, word-of-mouth and college fairs
• Students impressions of Michigan State University were that of a party school, a school
popular for basketball, a good veterinary school and business school
• 2 students were familiar with the College of Communications Arts and Sciences
• 0 students were familiar with the Department of APPR
Key Highlights of Campaign Plans
• Goal
o To generate publicity for the Department of Advertising, Public Relations, and
Retailing as being a premier and progressive academic program
• Objectives
o To increase the current number of articles in the popular press about the
department of APRR
o To increase the number of press inquiries to the Department of APRR
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o Distribute 100% of “media clips” concerning the department to central MSU

administration, the College of Communication Arts and Sciences administration,
The State News (student publication), WKAR (television and radio stations), The
Impact (student radio station), MSU News Bulletin (faculty publication), and other
MSU colleges, on a monthly basis
o To increase the number of research articles written by Department of APRR
faculty being published in research journals
o Redesign and expand Web site
• Tactics
o Hire an unpaid intern to be compensated with course credit to handle public
relations efforts for the Department of APRR
o Hire an intern to redesign the Department of APRR Web site
o Hold a contest for students to design a new logo for the Department of APRR
• Vision for Future

o Through our goal of generating publicity for the Department of Advertising,
Public Relations, and Retailing as being a premier and progressive academic
program, Integrated Communication Expertise foresees a bright future for the
department through implementing our objectives and tactical strategies in the
specified amount of time
7
Situation Analysis
Mission Statement: It is the mission of the department to provide leadership to the respective
industries through world-class programs that emphasize the importance of research, outreach
and teaching excellence.
The advertising program as a major at Michigan State dates back to 1958. Throughout
the history of the program, Michigan State has been regarded by top critics as a premier program
in the nation. In the interview, Dr. Reece stated that the advertising program is valued more
internally as part of the communications program than if advertising was a part of the business
school. The size and depth of the advertising program results in the admiration and recognition
of the program nationwide.
In the 1970's the first masters program for public relations was offered at Michigan State.
In 2000, the College introduced the undergraduate specialization option for public relations.
Advertising, journalism, and communications form the foundation of the public relations
specialization. Almost 40% of the public relations specialization students are communication
majors. These students maintain a necessary amount of funding for the College of
Communication Arts and Sciences. According to Dr. Reece, in the short term there are no plans
to make public relations an option for an undergraduate major at Michigan State.
In 2003 President Simon declared that the liberal arts program needed to be reinvigorated
and integrated with other parts of the University. The College of Communication Arts and
Sciences almost disappeared. The strongest advertising, public relations, and journalism
programs became a part of the Communications Arts and Science programs, as opposed to the
liberal arts college. The result was a much more consolidated department than would be the case
in the liberal arts program.
Currently there is a free-standing college with the incorporation of merchandising

management. The focus of merchandising management is on the buying and supplying of the
retail industry.
The newly formed department wanted to change the name of merchandising management
to retailing and also wanted to recognize public relations in the title of the department. After
numerous committee meetings, January 1, 2005 marked the introduction of the new Department
of Adverting, Public Relations, and Retailing.
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According to Dr. Reece, one current area of focus for the department is cross training for
students in multiple areas of study. However, many of the programs offered in the Department
of Advertising, Public Relations, and Retailing are highly independent. In addition Dr. Reece
stated the department's Web site is also disliked by all stakeholders and the logo is also a work in
progress.
A diverse faculty instructs the students of the Department. According to Dr. Reece, the
faculty devotes approximately 40% of their time teaching, 40% of their time conducting
research, and 20% of their time participating in out-reach programs. There is a substantial
amount of professional experience among the faculty with strong ties to their respective
communities.
The Department of Adverting, Public Relations, and Retailing hopes to emphasize the
“cool and sexy” aspects of business. The programs that in the past that have been highly
recognized throughout the nation are still strong, available, and expanding. In addition to the
current perceptions of stakeholders, there is a lack of attention on the ground breaking research
being conducted and the work that is being conducted with local clients.
Dr. Reece also stated that the Department has a strong interest in attracting new students
from outside of Michigan to the department. The Department is not focused on increasing
enrollment, but allocating funds from out-of-state tuition dollars. There is a consensus that after
individuals graduate from the Department of Adverting, Public Relations, and Retailing, there is
a hope that a strong link will exist between the alumni and the department.
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SWOT Analysis
Strengths:
• Advertising program is internationally recognized by academia, professional community,
and critics as top program
• Only department in nation of this kind
• Advertising program is one of oldest in the nation
• Diverse programs
• Cool and sexy part of business
• Work for outside clients in the community
• Three study abroad programs
• Integrates arts and sciences
• Faculty conducting exciting research
• More consolidated than a liberal arts program
• More industry-specific than a business degree
Weaknesses:
• Lacks name recognition
• Integration of new departments has been strenuous process
• Department needs new logo
• Web site is outdated and disliked by all stakeholders
• Lack of awareness of merger by all stakeholders outside of the Department of Adverting,
Public Relations, and Retailing
• Difficulty in promoting to new publics
• Work on research and with clients in professional community isn't recognized
Opportunities:
• Perspective students are looking for new and exciting programs that offer growing
professional opportunities
• High demand for public relations professionals
• Growing opportunities for international employment
• Department has interest of Michigan State University officials
• Access to student interns to aid in spreading awareness of the Department of Adverting,
Public Relations, and Retailing
• Strong ties with professional community
Threats:
• Stakeholders may feel less loyal towards new name
• Integration of departments may have created tension between staff, faculty, and other
university members
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• Hostility from dedicated Human Ecology and/or Retailing students, faculty and alumni
• Related programs in other departments at MSU
• Competing programs at other universities, especially those with a public relations major
• Frustration for Public Relations Specialization students who will not have Public
Relations in major
• Schools that offer more creative advertising and retailing programs will draw in
prospective students interested in these “portfolio schools”
• Lack of funding and resources in college
• Little interaction among faculty members
• Lack of ties with major media outlets
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Internal, External, and Competitive Analyses
Internal Analysis-based on information obtained from the College of Communication Arts

and Sciences Department of Advertising, Public Relations, and Retailing people Web site:
● 25 faculty members
• Department Chair-Dr. Bonnie Reece
• Director of Graduate Studies-Keith Adler
• 23 professors and instructors
● Four Department of Advertising, Public Relations, and Retailing
• Dr. Linda Good, professor (retailing)
• Mr. Bob Kolt, instructor (public relations), president Kolt & Serkaian, East Lansing
• Dr. Teresa Mastin, assistant professor (public relations)
• Mr. Dave Regan, instructor (advertising)
● Four staff members
• Graduate/Undergraduate Secretary-Pamela Brock
• Secretaries-Desiree Thompson and Judy Osbun
• Office Supervisor-Ilene Young
● 15 Doctoral Students
● Lack of communication between faculty members especially in regards to areas of
research
● Desire for name recognition of the Department of Advertising, Public Relations, and
Retailing
● Faculty conducting progressive research
● Newly merged programs
External Analysis based on information obtained from the Department of Advertising,

Public Relations, and Retailing people page and the organization chart of Central
Administration:
● The Department of Advertising, Public Relations, and Retailing is a division of the
College of Communication Arts and Sciences
● The Department Chair for the Department of Advertising, Public Relations, and Retailing
is Dr. Bonnie Reece
● The College of Communication Arts and Sciences is a college within Michigan State
University
● The Dean of the College of Communication Arts and Sciences is Dr. Charles T. Salmon
● Dr. Salmon reports to Central Administration on behalf of the College of Communication
Arts and Sciences along with 14 other Deans of various colleges from Michigan State
University
● Dr. Salmon reports to Provost and Vice President of Academic Affairs Kim Wilcox
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● Provost Kim Wilcox reports to President of Michigan State University Lou Anna K.
Simon
● President Lou Anna K. Simon represents Michigan State University to the Board of
Trustees
Competitive Analysis based on research conducted by Mammoth PR:

• Universities with highly respected programs similar to Michigan State University's
Department of Advertising, Public Relations, and Retailing:
o University of Texas
o University of Florida
o Northwestern University
o Syracuse University
o Washington State University
• Main areas of recognition for these competitive universities:

o Amount of published faculty research
o Graduation rate
o Enrollment figures
o Strong curriculum
o Industry relations
o Graduate Program
• Notes about leading advertising program competitors:

o Northwestern University
 College of Arts and Sciences of Communication
 No specific advertising degree – advertising is taught under
Communication Studies
 Graduate programs focus on different parts of communication
 Department events include giving speeches to students
o University of Texas at Austin
 College of Communication, Department of Advertising
 Taught first advertising course in the nation in 1914
 Students with an advertising degree can focus on creative, media, or
interactive
 It is believed that over 2/3 of graduate students obtain jobs related to
advertising
 Most Advertising Ph.D. students (tied with MSU)
 Most research articles by faculty (MSU third)
 Most research articles by faculty in an advertising journal (tied with MSU)
 Second in most mentions as a “Top 3” undergraduate program (MSU
second, University of Illinois third)
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 Most mentions as a “Top 3” graduate program (MSU tied for third with
University of Illinois)
 Second in ranking of graduate programs by practitioners (Northwestern
first, MSU third)
• Notes about leading competitors in public relations programs:

o University of Florida
 College of Journalism and Communication
 College has four departments: advertising, public relations, journalism and
telecommunication
 Public relations program offers a specialization in technical
communication and a public relations internships class
 The university is home to Weimer Hall, which is considered one of the
finest educational journalism buildings in the nation. In addition to 20
classrooms and laboratories, the 125,000 square-foot hall houses four
working newsrooms, four radio stations, two television stations, a 110-seat
library, research facilities, a 250-seat auditorium and 11 satellite ground
stations
 College information notes, “Over 50-years-old, the College of Journalism
and Communications is one of the youngest communication schools in the
U.S. Yet today it has the second-largest undergraduate program in the
nation. Only Michigan State is larger”
 Department site has research link and lists current publications by faculty
as well as dissertations, theses and conference attendance
o Syracuse University
 School of Communication offers a public relations major; however,
students are required to also have a minor
 Program housed in the S.I. New House School of Public Communication,
one of the most prestigious schools of communication
 Internship program offered
• Notes about leading competitors in retailing programs:

o University of Texas at Austin
 Undergraduate degree in textiles and apparel with a specialization in retail
merchandising is available in the College of Natural Sciences in the
Department of Human Ecology
 The Division of Textiles and Apparel in the Department of Human
Ecology holds a collection of nearly 3,000 textile and apparel items.
Artifacts date from an 1820 empire bodice in mint condition to 1980s
women’s daytime and evening apparel and accessories
 Graduate program in textile and apparel technology pending in the College
of Natural Sciences
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o Washington State University

 Offers a Bachelor of Arts in apparel, merchandising, design and textiles
with a merchandising option in the College of Agricultural, Human, and
Natural Resource Sciences
 The graduate school offers a degree in apparel, merchandising design and
textile
 Organizations include the International Textiles and Apparel Association
 Special events on campus include design and merchandising competitions,
exhibitions and the annual Mom’s Weekend Fashion Show
 The leading bachelor’s and graduate program in apparel and textiles in
Washington
 The state’s apparel and textile industry is ranked third in national
productivity
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Problem Statement
There is a lack of public awareness and recognition of the Department of Advertising,

Public Relations, and Retailing amongst all stakeholders. This problem needs to be addressed
now. All target publics are affected, but major areas of focus include prospective students,
current students of the Department of Adverting, Public Relations, and Retailing, alumni,
faculty, and staff of the department. The continued success of the Department of Advertising,
Public Relations, and Retailing will depend upon the increase in public awareness amongst all
stakeholders.
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Research
Before developing the public relations campaign proposal for the Department of Advertising,
Public Relations, and Retailing, our team carefully reviewed information given to us in previous
client meetings to identify the goals and objectives of the department. We also referred to the
department’s Web site to obtain additional valuable information that would help us with the
direction of the campaign.
Research Hypothesis
To research and identify a target public that would best meet the goals and objectives in
creating awareness of the Department of Advertising, Public Relations, and Retailing.
Primary and Secondary Research Goals & Objectives

Primary research goals and objectives included identifying and researching our target
public. Before moving forward with the direction of the campaign, it was necessary to determine
exactly which public(s) the Department of Advertising, Public Relations, and Retailing should be
communicating to. Based on the goals of APRR and its key stakeholders, we felt that prospective
college students would be receptive to messages regarding the new department. This public is in
search of information on colleges and degree programs and the Department of Advertising,
Public Relations, and Retailing can make its presence as a premiere and progressive academic
program well known.
Secondary research goals and objectives included finding out what people currently think
of the Department of Advertising, Public Relations, and Retailing. Our team’s focus group with
Grand Blanc high school students revealed opinions of the department and of MSU as a whole,
but we also found the results of other firm’s research to be insightful (see “Summary of Research
Conducted by Other Firms in CAS 492” on page 24). Drawing from our research results, our
team was able to draft key message points that will be important in communicating about the
department, as well as tactics and strategies that will increase awareness of APRR as a premiere
and progressive academic program.
Preliminary Identification of Publics and Communication Analysis

Conducting an initial situation analysis helped us to determine opportunities to create
awareness for the Department of Advertising, Public Relations, and Retailing. Although the
department has various target publics, we identified prospective college students as our primary
public for this campaign. Researching this particular public would allow us to learn more about
high school students’ views and opinions on advertising, public relations, retailing and MSU
overall. Due to geographic constraints, we limited our research to prospective college students in
Michigan. We felt that the most effective way to reach this target public was to conduct a focus
group at a local high school. This method would allow us to be in a natural environment that
would let us facilitate discussion and receive immediate verbal and nonverbal feedback.
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Research Methodology
First, our team contacted Grand Blanc High School to inform them of our interest in
conducting a focus group. After corresponding with both Grand Blanc’s principal and faculty, a
date was scheduled to conduct the focus group during class time on October 24, 2005 (see
APPENDIX A for documents). We prepared by creating a focus group protocol that outlined the
general script and guidelines for the focus group (APPENDIX C).
Sampling
• 28 Grand Blanc high school students
• Junior and senior level
• Marketing class
Operationalization of Concepts
Please see the above “Methodology” section.
Procedures of Data Analysis

The focus group was video recorded to provide insight into the nonverbal behavior and responses
of the students. In addition, three team members took notes while the moderator facilitated
discussion. We later transcribed the focus group and analyzed the responses. This allowed us to
group responses in categories and extract key quotes from the students. (See APPENDIX H for
Research Results and Executive Summary, and APPENDIX D for transcript).
Strengths and Limitations (see APPENDIX H for more detail on the pros and cons of our
particular focus group).
Strengths of Focus Groups:

• In-depth, descriptive answers
• Open-ended responses
• Opportunity to see nonverbal communication
• Immediate feedback
• Flexibility in structure
• All information gathered at once
Limitations of Focus Groups:

• Moderator can bias responses with nonverbal communication and tone of voice
• Time restriction
• Researchers may have seemed less credible because of age and status
• Not entirely representative of the sample population
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Research Results
From our research, we learned a great deal about the attitudes of high school (prospective
college) students concerning colleges, how they find out about college programs, and the
academic and professional fields of advertising, public relations, and retailing. Prior to
conducting this research, we had some assumptions about what the students would say, as we all
were in the same situation as these students just a few years ago. As such, little came as a
surprise to us, but we found the information to be quite valuable in figuring out what may or may
not work when communicating with this important public.
Here are some particularly interesting and noteworthy things we learned from our research:
o Students want to go to college in order to obtain a better (higher paying, more enjoyable)
job after graduation.
o Students see college as an opportunity for new experiences, and as a way to get potential
employers to take them more seriously.
o Fewer than half of the students in this class had completed the college application
process, meaning that a majority of them were still potential candidates for our program,
even as late in the application period as some felt it was.
o The students listed a wide range of influential factors contributing to their decision as to
which college to attend. These included all of the expected answers, ranging from
academics to social activities, and from location to parental influences.
o Students use the Internet to get information on colleges and college programs.
o To get this information, they visit the sites of these colleges, and use search engines and
web directories such as Google, Yahoo, and Dogpile.
o Students also speak to their counselors at school, attend college fairs, speak with their
peers, and seek information about colleges on television, usually in the form of
advertisements.
o Students see schools as having distinct reputations: academic (U of Michigan, UCLA,
Princeton, Yale, and Harvard), athletic (USC, MSU, and the U of Michigan), and party
(MSU and Ferris State).
o Students see MSU as a “party school,” with strong programs in business and veterinary, a
“rising reputation,” and strong athletic programs.
o Students use the Web sites of colleges to get a lot of their information, but feel that these
sites are often lacking in available information, not visually appealing, and difficult to
navigate. Additionally, they find it annoying when they must request and then wait for
information, rather than being able to access it instantly. Also, they like when they can
directly contact important people within the college with their questions.
o Students see advertising as the business of “promoting a good or service.” While they
feel that there is perhaps too much advertising everywhere they look, they also see it as a
19
potentially “glamorous” side of business, and expect that people who pursue careers in
advertising do so for this attention and recognition.
o Students see public relations as “dealing directly with the customer,” but also confuse it
with other fields and suggest that the goal of public relations is to “sell something.”
Additionally, they confused public relations with marketing, and used many of the same
statements to define all three areas (advertising, public relations, and retailing).
o Students were most familiar with public relations because of the MTV television program
“Power Girls,” but recognized that this was not an accurate portrayal of what a career in
public relations is actually like.
o Students defined retailing as “selling services or goods to the consumer.” Being a
marketing class, their definitions of retailing were more accurate than their definitions of
advertising or public relations.
o Students stressed the importance of math, “people,” and computer skills for careers in
retailing.
o Very few students were aware of the MSU College of Communication Arts and Sciences
or the Department of Advertising, Public Relations, and Retailing.
o However, students expressed a general interest in these fields, and may then be motivated
to pursue more information, specifically about the programs in these fields available at
MSU.
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Implications of the Research Results
Identification of key publics (unranked):

a. Students
1. Past (alumni)
2. Present
 Student groups (PRSSA, AA, UCA, RSA, etc.)
3. Prospective (future)
 In-state
 Out-of-state
b. Faculty
1. In-department
2. Out-of-department
c. Staff
1. In-department
2. Out-of-department
d. Parents
1. Of current students
2. Of prospective students
e. The media
1. Local news media
2. Industry publications
3. National news media
4. Popular publications
f. Other schools
1. Advertising programs
2. Retailing programs
3. Public relations programs
g. High schools
1. Guidance counselors
2. Student organizations
h. Professional organizations (e.g. PRSA)
1. Advertising
2. Public relations
3. Retailing
i. Industry
1. Advertising
2. Public relations
3. Retailing
j. Academic organizations
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Identification of key publics (discussion):
As with any college or collegiate department, the Department of Advertising, Public

Relations, and Retailing has a wide range of publics that it interacts with and has relationships
with. Each of these publics has its own set of issues of concern related to the Department and the
public’s relationship with the Department. Students can be divided into past, present, and future.
While past students (alumni) are concerned with the continuing reputation of the Department as
it pertains to their career advancement, current students are concerned with completing their
degrees and finding relevant careers as they enter the workplace. Future (prospective) students,
especially high school students (but also including prospective graduate students) are concerned
with what the Department has to offer them. Student organizations share much of the same
interests, as representatives for the students in their respective fields or areas of interest. The
concerns of parents regarding the name change, specifically, may not be too profound, but they
must also be addressed and considered when communicating messages about the Department.
It is of course of interest to the staff and faculty that their relationships with the
Department remain healthy and beneficial to both parties. As faculty members are concerned
with the advancement of their careers, they must also consider the direction of the Department
and the greater college that houses it. In regards to the merger and name change, the faculty may
have very strong feelings and opinions that should be addressed and considered thoroughly. The
role of professional, industry, and academic organizations should not be underestimated in
regards to their relationships with the Department, especially in regards to the name change and
merger.
Revised Situation Analysis:
After conducting a focus group with high school students, we chose to focus our
campaign more on the media. While high school students (prospective college students) remain
an important public, we decided to reach a greater number and variety of publics by targeting the
media with our campaign. This is a media campaign designed to reach all publics by distributing
information through the media.
Media/Communication Vehicles (Communication Audit):
Currently, the Department communicates with its various publics through a variety of
channels, including through printed materials and publications and the Internet. From our
research, we learned that the Internet is the primary means by which high school (prospective
college) students obtain information about colleges. As such, we have recommended in our plan
a major overhaul and redesign of the APRR Web site. Specific components of this plan are
discussed in later sections of this document. Additional channels and vehicles of communication
include news releases, media kits, special event (logo contest exhibit), articles about the Super
Bowl party, articles about the new department chairperson, the redesigned website, and media
relations (the responsibilities of our public relations intern).
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Messages/Themes:
• The Department of Advertising, Public Relations, and Retailing represents the “cool
and sexy” side of business.
• A degree from the Department of Advertising, Public Relations, and Retailing carries
nationally recognized prestige.
• A degree from the Department of Advertising, Public Relations, and Retailing aids in
gaining access to the best job opportunities in a number of growing fields.
• The Department of Advertising, Public Relations, and Retailing is associated with

many clubs and professional organizations that give individuals practical experience,
advances professionalism and encourage vital professional contacts.
Evaluation Strategies:
The results of our research have no implications on the evaluation strategies that will be
used in our campaign. We will evaluate our campaign by measuring Web site impressions, Web
site feedback, attendance at Department events, and media impressions.
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Summary of Research Conducted by Other Firms in CAS 492
Reflection Perfection
• Online survey to reach Advertising, Public Relations and Retailing professionals
• Advantages: Easy, free, time efficient
• Disadvantages: SPAM blocking, low response rates
• Main findings: Students need to increase their ability to apply their skills to the real
world, need to work on presentation and interviewing skills
Inspire
• Handed out surveys to MSU students
• Advantages: Quick, easy administer, relatively cheap
• Disadvantages: Hard to get a response from some professors, students left some answers
blank
• Main findings: Most students were aware of the merger but thought that others were less
informed, advisors were the main source of information, email was the best way to send
information
Beyond PR
• Opened-ended interviews given to faculty members of the department
• Advantages: Participants where able to give detailed answers and there was an
opportunity for questions
• Disadvantages: Time-consuming and low response rate because of professors busy
schedules
• Main findings: Some professors thought that the department had an optimistic outlook
while other were hesitant to promote the new department without first dealing with
present issues
Mammoth PR
• Online surveys sent to faculty in the departments of Advertising, Public Relations and
retailing at competing universities
• Advantages: Fast and easy
• Disadvantages: Very low response rate
• Main findings: The majority of the respondents did not hear of the new department but
the ones who had were very pleased to see public relations in the department’s title
Block and Associates

• Handed out surveys to students that were not part of the department
• Advantages: Quick distribution to a wide variety of students
• Disadvantages: Tabulation was slow and human error most likely occurred
24
• Main Findings: Most students were not interested in learning more about the department
and although students said that the best way to reach them was through email, most of
them did not want to receive anymore junk email
Yellow String Media

• Email survey sent to alumni
• Advantages: Free, quick and results were computerized
• Disadvantages: Some email addresses were restricted, some were incorrect or duplicated
• Main Findings: Most respondents knew about the new department and found out through
the alumni newsletter, most respondents thought the merger was a good thing and wanted
to stay informed on new updates
4:1
• Email survey sent to all the faculty of the department
• Advantages: Fast, easy and distributed to everyone
• Disadvantages: Didn’t allow for in-depth answers, no opportunity to ask questions
• Main finding: Participants were very aware of the merger, they thought creating a new
image would be their biggest challenge and that the department should use student talent
to implement a campaign
25
Proposed Public Relations Plan (The Plans Book)
Goal
To generate publicity for the Department of Advertising, Public Relations, and

Retailing as being a premier and progressive academic program.
Objectives
• By May 2006, increase the current number of articles in the popular press
about the Department of Advertising, Public Relations, and Retailing, its
faculty, relevant events, students, and academic programs by 10%*.
• By May 2006, increase the number of press inquiries to the Department of

Advertising, Public Relations, and Retailing faculty by media when reporting
on issues relevant to the Department or the fields of advertising, public
relations, and retailing by 15%*.
• Distribute 100% of “media clips” concerning the department to central MSU

administration, the College of Communication Arts and Sciences
administration, The State News (student publication), WKAR (television and
radio stations), The Impact (student radio station), MSU News Bulletin
(faculty publication), and other MSU colleges, on a monthly basis.
• By May 2006, increase the number of research articles written by Department

of Advertising, Public Relations, and Retailing faculty being published in
research journals by 10%*, compared to that point in the year, last year.
• Redesign and expand Web site by May 1, 2006.
*These percentage amounts are estimates, and are based on limited available information, but
should be good starting points for our campaign.
26
Tactical Strategies
• Hire an unpaid intern to be compensated with course credit to handle public

relations efforts for the Department of Advertising, Public Relations, and Retailing.
o Investigate options for providing credits to student free of charge.
o Intern will work closely with Department of Advertising, Public Relations, and
Retailing faculty to prepare and send out media kits, news releases, and media
advisories to “pitch” news story ideas to the media.
o Intern will collect all media impressions concerning the Department of
Advertising, Public Relations, and Retailing by using Google News and scanning
the “media landscape.”
o Intern will work closely with Department of Advertising, Public Relations, and
Retailing faculty to identify which materials will be sent to which audiences at
which times.
o News story ideas and topics may include events (e.g., the Super Bowl Advertising
event, speakers, open houses, important milestones, etc.), students (profile student
accomplishments, student groups and activities, study abroad opportunities,
internships), the department (the new Web site, the merger that created the
department, the new logo and contest, academic programs offered) and faculty
(research, awards, publication, activities, etc.).
o Depending on the nature of the story or event being pitched, materials should be
sent to different media groups including: local, state, and national popular media
(television, newspaper, radio, and Internet), and national trade and professional
publications.
o Similar materials should be sent to high schools when the topics pertain to the
department’s academic programs, internships, profiles of student
accomplishments, and/or student groups and activities.
o Student should be in the public relations specialization program or a related field
of study, and will train with a designated faculty member for two weeks prior to
starting this position.
o This designated faculty member should also be in charge of finding and training a
new intern for each semester, should the incumbent intern not wish to do more
than one semester of work.
• Hire an intern to redesign the Department of Advertising, Public Relations, and

Retailing Web site.
o Pay the intern $500 on May 1, 2006 for the completed project of a full redesign
and expansion of the Web site.
o Intern should be a student with web design experience, possibly one enrolled in
the Digital Media Arts Technology (DMAT) program in MSU’s Department of
27
Telecommunications, Information Studies, and Media (also part of the College of
Communication Arts and Sciences).
o The redesign and expansion of the Web site should be done in a manner such that
subsequent content updates can be easily done by an existing faculty or staff
member. Before completion of the project, intern should meet with this
individual and provide them instruction on how to update the Web site content.
o The redesign and expansion of the Web site should include the following
components:
 New, brighter, more exciting and vibrant colors and overall theme.
 Add a section specifically targeted at high school (prospective college)
students, with easy access to information on the programs offered by the
college, careers in the fields of advertising, public relations, and retailing,
current students and student groups in the department’s programs,
internship opportunities, study abroad opportunities, and faculty and
student profiles.
 It is essential that the Web site no longer be identical to that of its sister
departments within the College of Communication Arts and Sciences.
 The new logo (once it has been determined by the contest).
• Hold a contest for students to design a new logo for the Department of Advertising,
Public Relations, and Retailing.
o Winner chosen by Department of Advertising, Public Relations, and Retailing
faculty committee.
o $150 prize to winner.
o Have “logo exhibit” event, with all submissions, including the winning logo, on
display in the Communication Arts and Sciences building.
 Invite media.
 Have refreshments ($250).
 Have all submissions printed on large paper or poster ($100).
28
Key Message Points
• The Department of Advertising, Public Relations, and Retailing represents the “cool
and sexy” side of business.
• A degree from the Department of Advertising, Public Relations, and Retailing carries
nationally recognized prestige.
• A degree from the Department of Advertising, Public Relations, and Retailing aids in
gaining access to the best job opportunities in a number of growing fields.
• The Department of Advertising, Public Relations, and Retailing is associated with

many clubs and professional organizations that give individuals practical experience,
advances professionalism and encourage vital professional contacts.
• Faculty and students conduct valuable and important research.
• Michigan State University's Department of Advertising, Public Relations, and

Retailing has been recognized by the University of Texas at Austin as:
• #2 among “most mentions as top 3 undergraduate program”
• #3 among “most mentions as top 3 graduate program”
• #3 among “top graduate programs as ranked by practitioners”
• The Department of Advertising, Public Relations, and Retailing can provide access to
many professional internships.
• The Department of Advertising, Public Relations, and Retailing is unique in that it is

the first school of its kind in the nation to merge these three programs.
• There are notable differences and similarities between advertising, public relations,
and retailing.
Calendar: 2006 Gantt Chart
Please see next page.
29
Activity Jan Feb Mar Apr May
30
Designate Faculty Member to supervise intern X
Will be determined by Department of Advertising, Public Relations, and Retailing
Committee (APRR Committee)
Post opportunity for internship on CASINFO listserv and ask for X
faculty recommendations
Will be completed by the designated faculty member nominated by the APRR Committee
Conduct interviews for the internship position X
Hire intern by January 27, 2006 X
Start intern training on January 30, 2006 X X
Will be supervised by the designated faculty member nominated by the APRR Committee
Begin to start the research process for future news releases-ongoing process for X
duration of internship program
Internship responsibility
Begin to establish contacts with media representatives-ongoing process for
duration X
of internship program
Begin to write news releases and media kits from gathered research X
Start collection of news clips-ongoing process for duration of internship program X
Designate Faculty Member to supervise web site development intern X
Will be determined by Department of Advertising, Public Relations, and Retailing
Committee
Post opportunity for web site development internship on CASINFO listserv, X
DMAT listserv, and ask for faculty recommendations
Conduct interviews for the web site development internship position X
Hire intern by February 24, 2006 X
Start web site redevelopment project on February 27, 2006 X X
Web site internship responsibility
Kick off logo contest X X
Responsibility of Department of Advertising, Public Relations, and Retailing Committee
Select new logo by April 12, 2006 X
Implement logo into web site by April 17, 2006 X
Web site internship responsibility
Department of Advertising, Public Relations, and Retailing Logo Unveiling Exhibit X
APRR Committee meeting to evaluate campaign and begin to design X
future campaign efforts
*Continue to rehire interns for both positions at the change of every semester
31
Budgets
What If Not Funded Budget:
• Web site / Hire Web site intern - The Web site for the Department of Advertising,
Public Relations, and Retailing is the primary source of information for perspective
students. The Web site is the face of the program. This is an aspect of development
that was addressed during our focus group with students at Grand Blanc High School.
They mentioned several times that Web sites are their primary source for gathering
information on a department and is critical to their impression of the school.
Cost: $500
• Logo - Current logo is disliked by all stakeholders. It is also a key element of the
Web site design. This is a critical element to the disposition that individuals form in
association to the Department of Advertising, Public Relations, and Retailing.
Cost: Free
• News Releases / Media Alerts / Media Kits / Hire PR intern - This will help create
awareness among students, parents, and administration. These publications can
spread information quickly and in a manner that is easily reproduced by reporters.
They will highlight a department that is located in the state that has received national
recognition.
Cost: Free
• Evaluation - This is a critical step in the campaign plan, but do to the importance of
the activities listed above, evaluation is the last scenario on our list. Evaluation is
necessary to plan for future campaign efforts and to gage the success of the campaign.
Research is the foundation of this campaign, and is also necessary to conclude the
efforts of the Department of Advertising, Public Relations, and Retailing.
Cost: TBD
32
A La Carte Budget:
1.) Advertisement in The State News—An advertisement would enhance our campaign. It
would allow for some design expertise and it would entitle us to controlled placement.
Placement in The State News would help to increase brand awareness of the Department
of Advertising, Public Relations, and Retailing amongst MSU students.
2.) Promotional items with department logo—T-shirts, pens, hats, water bottles, notepads,
and sweatshirts with department’s new logo can be distributed to students, faculty,
friends and visitors helped to build a reputation and increase awareness. If we had the
budget to do so, producing “swag” would set the department one step above the rest.
3.) Presentation Program—Create a program designed to attract prospective students to the

department. The program would entail current students embarking on an outreach
campaign to visit high school and recruit students. The presenters would give an
overview of the department and discuss specific benefits of choosing MSU’s Department
of Advertising, Public Relations, and Retailing.
4.) Brochures and Flyers—Additional materials will help to inform people about the
department and its cutting-edge programs. They can be placed around Michigan State’s
campus, high school campuses, and can be included in media kits.
5.) Short Video about Department—A promotional video could be designed to show
visitors and prospective students. This video could include testimonials from current
students and faculty. It could show clips of students in and outside the classroom. It
could be used as a tool to increase interest in the department and its programs.
6.) Kick-off luncheon—If the budget was more expansive, a luncheon to jump-start the
whole campaign could be held at the beginning of January. This event could draw media
attention and get faculty and students excited to implement a new campaign and promote
themselves. Important decision makers within the department would attend and make
brief speeches. Lunch and refreshments would be provided.
33
Narrative Budget:
Project Cost
Web site intern $500
Logo Contest Winner $150
Logo Contest Exhibit $100

(Printing expenses)
Logo Contest Exhibit $250

(Refreshments)
Total $1,000
34
Evaluation Strategies
For the purposes of the campaign designed by Integrated Communication Expertise, team
members will evaluate their success in four separate ways.
First, evaluating the updated Web site will be critical in determining success. The I.C.E.
team can measure how frequently the new Web page has been viewed with page reviews. They
can then compare that figure to previous page review figures and determine if there has been an
increase in Web site “hits.”
Second, the campaign’s success can be measured by Web page impressions; moreover,
what visitors actually do while they visit the Web site. We can determine specifically what
sections they viewed and how much time they spent at the site.
Third, we can measure media impressions. Our “media relations” intern will not only
draft and submit weekly news releases to the media, but also he will monitor all news articles
and features placed in the press and on television. He will collect and count the news clips and
feature television stories, and thus, we can conclude whether or not the department gained
exposure. Additionally, the intern will determine if articles have a positive or negative attitude
toward the department; it will help us to decide the media’s “impressions.
Last, our team will measure its success based off how many people and how many
members of the media attend our “logo contest exhibit.” We will compare our numbers with the
attendance numbers of past special events to determine if we generated publicity and raised
interest in the department’s activities.
35
Conclusion
The campaign designed by Integrated Communication Expertise (ICE) is intended to

generate publicity and raise awareness of the Department of Advertising, Public Relations, and
Retailing at Michigan State University. The recent merger of all three programs demanded
public relations intervention. The research-based campaign focuses on targeting and relating
with the popular media to gain exposure; a strong emphasis is also based on revising the
department’s Web site and special events. ICE team members will measure their campaign’s
success by media impressions, Web page impressions, and Web page reviews. The carefully
planned implementation process will run from January to May 2006.
36
References
Reece, B. (2005, September 20). Introduction of the Department of

Advertising, Public Relations, and Retailing to CAS 492. Address
presented at Dr. Linda Hagan's fall 2005 CAS 492 class.
Texas Advertising @ The University of Texas at Austin. (n.d.).

Retrieved November 30, 2005, from University of Texas, Department of
Advertising Web site: http://advertising.utexas.edu/
Cook, L., Corliss, K., Cottrell, J. M., & Wendland, D. (n.d.). Mammoth PR
executive summary. Retrieved November 30, 2005, from Michigan State
University Web site: https://angel.msu.edu/section/
default.asp?id=FS05%2DCAS%2D492%2D002%2D718099%2DEL%2D10%2D158
Must have Michigan State University Angel account to access documents.
CAS; People; Department of Advertising, Public Relations, and Retailing.

(n.d.). Retrieved November 30, 2005, from Michigan State University,
College of Communications Arts and Sciences Web site:
http://cas.msu.edu/people/adv
Department of Advertising, Public Relations, and Retailing. (n.d.).

Description of Michigan State University's Department of
Advertising, Public Relations, and Retailing. Retrieved November 30,
2005, from Michigan State University, College of Communications Arts
and Sciences Web
site: http://www.reg.msu.edu/read/UCC/Updated/casadv.pdf
MSU Central Administration and Academic Organization. (n.d.). Retrieved

November 30, 2005, from Michigan State University Web site:
http://www.msu.edu/admin/org_chart/
37
Appendices
APPENDIX A: Correspondence with School

APPENDIX B: Consent Form
APPENDIX C: Focus Group Protocol
APPENDIX D: Focus Group Transcript (Ryan)
APPENDIX E: Focus Group Notes (Josh)
APPENDIX F: Focus Group Notes (Megan)
APPENDIX G: Focus Group Notes (Tiffany)
APPENDIX H: Executive Summary of Research
APPENDIX I: Thank You Letter
APPENDIX J: Backgrounder (Sample)
APPENDIX K: Biography: Dr. Bonnie Reece, Ph.D.
APPENDIX L: Fact Sheet (Sample)
APPENDIX M: Media Advisory (Sample)
APPENDIX N: News Release (Sample)
APPENDIX O: New Logo (Sample)
38
APPENDIX A: CORRESPONDANCE WITH SCHOOL
From: "Joshua Daniel Lord" <lordjosh@msu.edu>

To: mnewton@central-office.grand-blanc.k12.mi.us
Subject: Request from a former student
Date: Wed, 12 Oct 2005 09:22:42 -0400
Dr. Newton:
Good morning. My name is Josh Lord, and I'm a graduate from the class of 2003. I am
currently a junior attending Michigan State University majoring in communications with a
specialization in public relations. I have a special request for you and the high school.
I am currently enrolled in CAS 492, which is a public relations campaign class. Our goal over
the course of the semester is to develop a campaign for a client that is selected by my instructor
Dr. Linda Hagan. This semester the client is the Department of Advertising, Public Relations,
and Retailing. Each team in the class is responsible for targeting a specific public to achieve the
goals of the new department.
My team has decided to target perspective MSU students. I consider my ties to Grand Blanc
High School to be strong, and my relationships with my former instructors to be quite solid.
Myself and Megan Conquest (class of 2002) were hoping to come to the school to do a focus
group with one class, or possibly a group of students during a short period of time after school.
The focus group should only last 15-30 minutes, and would be beneficial to our project, but
would also give the students the opportunity to ask questions and get an insight into the college
experience. The goal of this focus group is to be relaxed, informative, and a way for our team to
further enhance our project and campaign.
At the end of the semester, one team will be selected as the "winner" and the department plans on
using our proposals to further develop their campaign to increase recognition of the department
and increase enrollment.
I appreciate your time and consideration of this proposal. I hope to hear back from you at your
earliest convenience. If you have any questions, feel free to contact me at this email address, or
at the cell phone number listed below.
Sincerely,
Josh Lord (517-410-3645)
39

To: mnewton@grandblancschools.org
Subject: Request for focus group from former students
Date: Thu, 13 Oct 2005 15:09:44 -0400
Dr. Newton:
Thank you for your timely response to my request on behalf of our group to conduct a focus
group for our CAS 492 campaign class. I can't tell you how much we appreciate the assistance
from yourself and the school.
Myself, along with Megan Conquest and two other members from our group are hoping to
conduct our focus group with Mr. McGinnis's marketing class. If Mr. McGinnis agrees to give
us part of his class time to conduct our research, we want to visit on one of the following days:
Friday October 21st, Monday October 24, or Friday October 28th.
Megan will be sending you a copy of our focus group protocol that contains all necessary
information about the logistics of our task. She will also be sending a consent form that we hope
Mr. McGinnis will distribute to students the day before we come to inform parents about the
focus group. We hope that our visit will be kept secret from the students in order to yield quality
results.
I will be emailing Mr. McGinnis immediately after I send this message. Contained in this email
will be a request to visit his class, a copy of our correspondence, and a brief summary of what we
hope to accomplish.
Once again, on behalf of our team, we appreciate your assistance, and look forward to returning
to GBHS very soon. Have a great weekend.
Sincerely,
Josh Lord
40

To: jmcginni@central-office.grand-blanc.k12.mi.us
Subject: Request for focus group from former students
Date: Thu, 13 Oct 2005 15:30:50 -0400
Mr. McGinnis:
Good afternoon. My name is Josh Lord, I was a student in your business class during the 2003
school year. I'm currently a junior at Michigan State University majoring in communications
with a specialization in public relations.
I am enrolled in CAS 492, which is a public relations campaign class. Our goal over the course
of the semester is to develop a campaign for a client that is selected by my instructor Dr. Linda
Hagan. This semester the client is the Department of Advertising, Public Relations, and
Retailing. Each team in the class is responsible for targeting a specific public to achieve the
goals of the new department.
My team has decided to target perspective MSU students. I consider my ties to Grand Blanc
High School to be strong, and this school to be a vital source of information. Myself and Megan
Conquest (class of 2002) along with two other group members, were hoping to come to one of
your marketing or business class to conduct a focus group.
I have been in contact with Dr. Newton over the course of this week, and have been given
consent to conduct the focus group. He instructed me to contact a class that correlates with our
target audience. Included at the bottom of this message is a copy of the correspondence between
myself and Dr. Newton.
We hope that you will allow us a class hour to conduct our research and hopefully provide pizza
for the students for their participation. We would like to come Friday October 21st, or some
time shortly after to allow time for proper analysis of the information obtained from the focus
group. If you could respond at your earliest convenience, it would be greatly appreciated.
Upon your agreement, we will provide you with a copy of our focus group protocol and a
consent form to be distributed to students the day before we come.
Thank you for your time, consideration, and effort in helping not only my group, but the
Department of Advertising, Public Relations, and Retailing as well.
Sincerely,
Josh Lord
41
References: <s34f52e0.081@grandblancschools.org>
In-Reply-To: <s34f52e0.081@grandblancschools.org>
To: "John McGinnis" <jmcginni@grandblancschools.org>
Subject: Re: Request for focus group from former students
Date: Fri, 14 Oct 2005 10:06:06 -0400
Mr. McGinnis:
Thank you for your quick response and help with our project. I will have Megan email you the
focus group protocol and consent form. If you could hold back distributing the consent form
until the day before we come, we would appreciate it. 3rd hour would work best for us, which
day would you like us to come? Friday 21st, Monday 24th, or Friday 28th? Again, we
appreciate your help, and I'll be sure to email Dr. Newton to tell him you gave us the ok. He
already has a copy of the consent form and protocol. I'll look forward to talking to you soon.
Sincerely,
Josh Lord
[In response to:]
John McGinnis writes:
Josh, It is ok with me as long as Dr. Newton gives you his ok. Email
back and let me know your planned schedule. Probably 2nd hour would be
the best group. Or, 3rd hour might also be a possibility. Say hi to
Megan. John
42

To: mnewton@grandblancschools.org
Subject: Update about student focus group
Date: Fri, 14 Oct 2005 10:17:29 -0400
Dr. Newton:
Good morning. I just wanted to send you know that Mr. McGinnis has agreed to let us come to
his third hour class sometime between October 21-28. I will keep you updated with the latest
information. Thank you for your continued support, and we look forward to seeing you soon.
Sincerely,
Josh Lord

To: jmcginni@grandblancschools.org
Subject: Thanks for the update
Date: Fri, 14 Oct 2005 12:14:38 -0400
Mr. McGinnis:
Thank you for the update. Either hour will work, we were hoping to treat the kids to some type
of food for their participation...maybe we will bring doughnuts. Let me know if which hour
works, and what day. I'll talk to you soon.
Sincerely,
Josh Lord
43
References: <s34fa592.088@grandblancschools.org>
In-Reply-To: <s34fa592.088@grandblancschools.org>
To: "John McGinnis" <jmcginni@grandblancschools.org>
Subject: Re: Thanks for the update
Date: Wed, 19 Oct 2005 08:09:45 -0400
Mr. McGinnis:
We plan on coming Monday the 24th for your second hour period. Does second hour still last
from 8:30-9:30? Please distribute only the consent form Friday when the students are leaving
class. Thank you again for all of your help.
Sincerely,
Josh Lord
[In response to:]

John McGinnis writes:
Josh, Make it the 24th 2nd hour. Probably best not to bring food.
Thanks, John
44
APPENDIX B: CONSENT FORM
October 14, 2005
Dear Parent/Guardian:
The purpose of this letter is to inform you that your son/daughter will have the opportunity to
participate in a research study during his/her third period class with Mr. McGinnis.
A group of students from Michigan State University are conducting research for a public
relations campaign class, under the instruction of Dr. Linda Hagan. The research team will be
simulating a focus group. They will also provide pizza and refreshments, as the study will take
place during regular lunch hours.
Their research is intended for educational purposes only. No students will be endangered during
this time and all information obtained from the focus group will be kept confidential. In order to
better transcribe the responses, the session may be video and/or tape recorded.
If your son/daughter chooses not to partake in the study, there will be an alternative option and
he/she will not be penalized.
Your cooperation is appreciated.
Thank you!
Sincerely,

CAS 492 students
45
APPENDIX C: FOCUS GROUP PROTOCOL
Logistics:
 Who: We are five students at Michigan State University, enrolled in CAS 492 Public
Relations Campaigns, working under the supervision of Dr. Linda Hagan.
 What: A focus group to learn more about high school students’ views and opinions
on advertising, public relations, retailing, and colleges.
 Where: Grand Blanc High School in Grand Blanc, Michigan.
 When: Monday, October 24, 2005.
Qualifiers:
 Current Michigan high school students in their junior (11th grade) or senior (12th
grade) years.
 High school students who intend on attending college after high school graduation.
Introduction (Greeting):
Led by the focus group moderator, Ryan Dinkgrave:
 Hi! Welcome to today’s class, which as your teacher has told you will be different
today because you will be participating in a focus group.
 My name is Ryan Dinkgrave. I’m a student at Michigan State University and in just a
minute I’ll tell you more about myself, but first I want to tell you a bit about what we
will be doing today.
 For those who don’t know what a focus group is, let me briefly tell you. A focus
group is a research technique that is used a lot today in a number of fields. Rather
than relying on questionnaires with a list of answers to choose from for research, a
focus group is conducted in a group setting such as this where the participants get to
answer open-ended questions in a conversational setting. You are asked to respond to
questions in your own words and to be as open and honest as possible. We want to
hear what high school students think so we want to encourage you to tell us freely.
Participants tend to enjoy focus groups, and we hope you’ll help us out today, perhaps
learn a little about focus group research, and have some fun with us at the same time.
So please get comfortable and participate.
 There are just a few “ground rules.” We want to try to hear from everyone of you –
although we won’t go in any set order. You get to interject your ideas when you have
them. Please, though, be courteous to your fellow participants. Everyone’s viewpoints
are important to us – even when those ideas may be different from others.
 Why are we doing this? We’re students, too, and as part of a class project we are
learning about research techniques and then trying to take what we learn from that
research to develop communication campaigns. This study is for educational
purposes. Your names will not be used in our study and your answers will not be
identified to you in anyway. So, again, please help us out by being as open and honest
as possible.
46
 There’s an ethical piece we have to take care of. Your teacher may have already
taught you this, but it’s actually illegal to tape record or video record anyone without
there expressed approval. Our professor is strict about this so we just need you to
know that we are tape recording this to help us go back and refer to what you said.
Again, your name will never be linked to your comments. However, if anyone is
uncomfortable with us taping, please let me know now. Otherwise, we’ll consider you
informed and you’re OK with this.
 The purpose of this focus group is to learn more about your opinions. We want to
learn about student’s opinions about colleges and impressions about different fields of
study, especially the fields of advertising, public relations, and retailing. As
marketing students, you are an ideal group to talk to because of your knowledge of
marketing and related jobs. We want to learn more about how you and friends are
choosing colleges to attend and the kinds of majors you are already are thinking
about.
 After we’re all done, we’re going to compare our research with other teams from our
class and then develop a communication campaign.
 With all that said, let’s get started with the focus group. We want us all to be comfort
able with each other and although you know your classmates, we’d like to introduce
ourselves and have you introduce yourselves to us. Let’s go around and tell us your
first name and a little bit about yourself. Also, for an icebreaker, let’s all answer the
question: “What is your favorite television theme song?” Bonus points if you sing a
line or two!
 I’ll go first:
Introductions:
 Ryan Dinkgrave: Again, my name is Ryan and I’m going to be the moderator of this
focus group – leading the discussion. I am a senior at MSU majoring in both
Telecommunications and Communication and specializing in Public Relations. I
have worked with the Juvenile Diabetes Foundation, the Ralph Nader 2004
Presidential Campaign and the Refugee Development Center. I grew up in Livonia,
which is just outside of Detroit, and I graduated in 2001 from Livonia Stevenson
High School. My favorite television theme song is the theme song from “Diff’rent
Strokes,” as I used to watch that everyday before going to school when I was in high
school. Now, let’s hear from some of my classmates from MSU who are here today
to help out.
 Megan Conquest: Hi! My name is Megan and I am a communication/public rela
tions senior at MSU. I serve as the Vice President of PRSSA at Michigan State, and I
interned for one year with Solomon Friedman Entertainment in Bloomfield Hills.
Also, I graduated from this school in….. My favorite theme song is…
 Josh Lord: Hi! My name is Josh and I also am a communication/public relations ju
nior. I currently hold an internship with State Representative Joel Sheltrown. I’m
also a graduate of this school. My favorite theme song is ….
47
 Elizabeth Cyzeska: My name is Elizabeth Cyzeska, and I am an Advertising and

Public Relations senior. I have interned with Marx Layne & Company and I am cur
rently an intern at AAA of Michigan in Dearborn. My favorite television theme song
is…
 Tiffany Love: Hi, my name is Tiffany Love, and I am an Advertising and Public Re
lations senior. I graduated from Southfield High School in 2001. I have interned
with Sussman/Sikes Advertising Agency in Southfield, and I currently am an intern
with the Universal Music Group. My favorite television theme song is…
 Ryan (moderator): Now that you know about us, let’s continue around the room
with introductions. Please state just your first name, your grade, and tell us a little
about yourself – such as what you like to do and your future goals. Don’t forget to tell
us your favorite television theme song.
 (Go around room and have students introduce selves).
 Ryan (moderator): OK, great. It seems like we have a really good group here. Now,
let’s get into some questions about college.
Questions (Ryan, moderator):

I. Questions about college
a. Who intends to go to college after graduating from high school?
i. Why? Why college? Let’s hear about making that decision.
b. How many of you have already begun (or completed) the application process
for college? Let’s go around and hear about:
i. What factors influenced your decision on where to attend college?
ii. What made you decide on the colleges you are applying to?
iii. How did you learn about those colleges?
iv. What resources did you use to learn more about colleges?
c. We want to know what you think about college reputations.
i. What colleges have better reputations than others?
ii. What about the state schools?
iii. Why do you or your friends think that way?
d. When you think about MSU, what kind of reputation do you think it has?
Remember, we want you to be honest, we want to know how you think so
don’t worry about saying anything one way or another for us.
i. Are there any programs or majors that you know of that have a really
good reputation within the university?
ii. Are there any with an unfavorable reputation, perhaps for being too
easy, too hard, not good, etc.?
e. How do you or your friends learn about the different programs or majors
offered at universities?
48
f. What do you think would be a good way for you to learn about different
programs or majors? [If they don’t have any ideas, probe: such as from Web
sites, brochures; guest speakers such as working professionals, college
professors or students in that major; your teachers, your parents, newspaper
articles, once you get to campus and think more about majoring in
something?]
II. Questions about students’ impressions of fields
a. What comes to mind when you think of “advertising?”
i. How would you define “advertising?”
b. What comes to mind when you think of “public relations?”
i. How would you define “public relations?”
c. What comes to mind when you think of “retailing?”
i. How would you define “retailing?”
III. Questions about students’ impressions of academic programs
a. What do you think students in advertising learn about?
b. What do you think students in public relations learn about?
c. What do you think students in retailing learn about?
IV. Questions about students’ awareness of the department
a. Do you know there’s a department at MSU in the College of Communication
Arts & Sciences called the Department of Advertising, Public Relations, and
Retailing?
i. Have you heard of it?
ii. If yes, what have you heard?
iii. What is your impression of the department?
iv. Do you think you or any of your friends might be interested in it?
v. Why, or Why not?
b. If you or your friends would be interested in different, special programs that
colleges and universities offer, what would be the best way for you to learn
about these? [Probe with the same type of choices above if they don’t come up
with any ideas.]
c. We’re trying to develop a public relations campaign targeting prospective
students to promote the “new” Department of Advertising, Public Relations,
and Retailing. Up until last year, the program was only known as the
Department of Advertising, but recently merged with merchandising
management and added more of an emphasis on public relations. You’re all
marketing students, do you have any specific ideas for us on how we might be
able to do that successfully? [Probe: get their ideas on different ways they get
information]
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Conclusion/Discussion:
 We are conducting this research so that we can design a more well-informed
campaign for the Department of Advertising, Public Relations, and Retailing at
Michigan State University. Your responses will help us improve the Department’s
communications with prospective students.
 Now, do you have any questions to ask any of us?
 Well, you have really been a tremendous help and I’m sure my classmates agree that
we learned a great deal from you today. I hope you might have learned something
new as well. We’d like to thank your teacher and principal for giving us permission to
come in today. And, especially, thank YOU once again. Bye!
50
APPENDIX D: FOCUS GROUP TRANSCRIPT (RYAN)
Ryan Dinkgrave (Moderator): Well, I guess we should get to the questions now. So we are
going to start out with some basic questions about college, and so if anyone has an idea, raise
your hand and join in. Everyone in my group here will be taking notes, so don’t mind them. It
looks like we have a good group here and it sounds like almost everyone here is intending on
going to college. So let’s hear why, why does everyone here want to go to college?
• More money
• To be successful
• More job opportunities
• Employers take you more seriously
• More money, life experience, education
Ryan: Does anyone love learning? Love homework? Writing papers? Taking Tests? Well I think
we are all in agreement about the importance of getting that job. So who here has completed or
begun their application process for colleges?
• (several hands raised)
Ryan: It’s at least on your mind right? At least you have been thinking about it. Perhaps your
mom has asked you “have you applied for college yet?” … Well, what kinds of factors have
influenced your decisions of the colleges that you have looked at? What kind of things do you
think about when you are looking around at college – is it how close it is? What kinds of
programs it has?
• Academic records
• Location and community
• Social activities
• Somewhere with a nice campus
Ryan: What about reputation? Is that important to you? Is it important to you that you go
somewhere where everyone knows where it is when you say the name? Or would you prefer
somewhere smaller, where you’ll get maybe classes that are the size of your high school classes?
What do you think?
• It depends on the classes that you need
Ryan: So you think you should go somewhere more specialized for what you want to study?
• Yes
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Ryan: For those of you that have already applied to college, what made you choose the college
or colleges you applied to? Was it these factors or were there more?
• Location, Money
Josh Lord: What about parents? Or counselors? Or friends at school? Feel free to shout out an
answer, you do not need to raise your hand.
• Where your parents went could play a role
Ryan: How do you all learn about colleges? Let’s say you are interested in studying something
specific, or even something more general, say English, what resources do you use to learn more
about these schools?
• Internet, counselors
• School resources
• Send a letter to the college
Ryan: … So those are the resources you use. You use the Internet, where would you go on the
Internet to get this information?
• Fastweb
• Google
• Yahoo
• Dogpile
Ryan: So you use lots of Internet resources. … Well now we want to know more about
reputations. What colleges do you think have the best reputations?
• Athletics: Michigan, football Michigan, Basketball MSU

• Academics: Kalamazoo
Ryan: What about out of state schools?
• Athletics: USC academics: UCLA

• Academics: Princeton, Yale, Harvard
Ryan: So how are you aware of these schools? Where do you hear about their reputations?
• TV
52
• Internet
Ryan: Where else do you see these schools? Perhaps as the writers of your textbooks?
• During sporting events on tv, they talk about the school’s academics and player’s majors
Ryan: So what do you think about MSU? What kind of reputation does MSU have?
• Party school (many)
Ryan: Is that the first thing that comes to mind, party school?
• It used to be easier to get in to

• Not quite as good as Michigan
Ryan: Are there any academic programs at MSU that stick out to you?
• Fields: veterinary, business

• Intramurals
Ryan: Anyone here have parents that went to MSU?
• A few raised hands
Ryan: What did they take?
• Telecommunications
Ryan: So that is what you associate with MSU, number one being “party school,” correct? So
let’s talk about that a little further, do you think that is a good image for the school?
• (several nods no)
Ryan: No? Why not?
• Riots on TV, papers

• Celebrities and MSU – improve image?
Ryan: You have said you use the web a lot. Do you visit specific schools’ Web sites?
• (several yes)
53
Ryan: Do you find that information helpful?
• (mixed reviews)
• A lot of times they want you to request the information, and want information from you
Ryan: So you find it frustrating when you have to request it instead of being able to access it
instantly on the site?
• Yeah
Ryan: Anyone else? What experiences have you had?
• You can email coaches, etc.
Ryan: So you like when you can get contact information and speak to the source?
Megan: Are they prompt in responding to you?
• Yes
• I don’t like it when I go to the Web site and it’s boring.
Ryan: So you want something that catches your attention? What would do that?
• It’s just too boring, just a picture of a tree in front of the school.
Ryan: So your impression of the school is being influenced by the Web site? IF the Web site
looks really basic and uninteresting…
• Yeah, they worry too much about the nice background, instead of getting all the little
stuff that people want to know about
Ryan: SO you want to be able to access a lot of information and don’t want to be forced to
request it. Any other experiences like this? What other resources have you used? You said you
have talked to people in your school and parents, what else?
• College fairs.
Ryan: Do they have one here?
• No, but one is near, and after school.
54
Ryan: What about what you see in the media. Is that a big influence, do you think, on what you
think of the schools? I guess I should ask, do you recall seeing any stories about academics and
these schools, or is it mainly about athletics?
• Athletics.
Ryan: When do you hear about things that are not athletics?
• Commercials for local schools, but not for big colleges

• ITT ads
• When they release the “top ten party schools” list.
Ryan: So when it’s negative you hear about the school, but do you ever hear about its
academics? Perhaps the research going on there?
• If its Harvard, Yale, a big research school
Ryan: What we are specifically interested in is advertising, public relations, and retailing. So on
the most basic level, what do you think about when you think of advertising, as a field, as an area
of study, as a job? What do you think someone in advertising does?
• Works on advertisements
• Business
• You must be a people person
• Please the people
Josh: Do you think advertising yields a lot of opportunity for advancement and money?
• I don’t know if it does for the advertisers, but I know that companies that have good
advertising do well
Ryan: So there is a lot of value to the company to do advertising well. So certainly it is in the
company’s best interest to have a good firm or internal advertising department. So do you see
yourselves doing something like advertising? Is that something that would interest you?
• Yes, it’d be creative

• Yes you get to think of new ideas
55
Ryan: What reasons do you think professionals in advertising would give?
• Attention
• A sense of power, influence
Ryan: Do you like it? Do you think advertising is a neat thing? Or do you think it’s intrusive?
• I think it’s cool
Ryan: It’s exciting right, you watch TV and see new ads, they are meant to be potent and to
entertain you quickly?
• It can get in the way
Ryan: What other formats do you see advertising in?
• Billboards
Ryan: Do you think that they are effective?
• I don’t think so
• They used to be
Ryan: Why do you think they aren’t anymore?
• I don’t know
Ryan: Do you think there is perhaps too much advertising? Too many messages?
• Yeah, you have to block it out sometimes.

• There is stuff on benches and buses, too
Ryan: Well, maybe you don’t think of it visually so much, but I think public relations is
everywhere, too. What do you think about PR? Do you know what it means, what it really is?
What do you think of the term “public relations?”
• I think PR is like the part of the company that builds a reputation with the customers and
consumer, answering questions they have and dealing with them.
Ryan: SO they serve the purpose of information and… what kinds of organizations do you think
have PR?
56
• A company
• UPS
Josh: Have you seen “Power Girls?”
• It was just drama

• It was just girls throwing parties for celebrities
• They threw parties
Josh: Do you think that show accurately showed what people in PR do?
• No, just celebrities

• Glamour
Ryan: So what else do you guys think somebody in PR might do?
• Answering questions
Ryan: from whom?
• Customers
• Media
Ryan: Writing is a big part of public relations, too. Have you seen press releases? Much of what
you see in the newspaper comes from press releases written by PR professionals. … Let’s move
on to retailing. What is retailing?
• Selling things
• It’s selling goods to customers
• Services to customers
• Buying from wholesalers
• Management of resources
• Keeping customers happy
Ryan: What do you learn about in retailing?
• How to make a profit

• Supply and demand
• Buying products for less, selling for more
• Identifying target audiences
57
• Stocks
Ryan: What do you think you would learn about in college if you were studying retailing? What
would your classes be like?
• Math
• Business management
• Financial
• Accounting
Ryan: What skills might be important in that job?
• Math
• Sales
• Computer
• People skills
• Know who wants the product
Ryan: Now, specifically at MSU, we have the College of Communication Arts and Sciences.
(Talks about departments a little). So we have all heard of MSU, but who has heard of the
College of Communication Arts and Sciences
• (2 hands)
Ryan: What have you heard about it?
• My brother went there
Ryan: What did he study?
• Communications
Ryan: Have you heard of the Dept. of Advertising, Public Relations, and Retailing? What do you
think it is about?
• ADV, PR, retailing

• Communications
Ryan: Do you or your friends think you would be interested in studying something in one of the
fields we have discussed. Even if you know what you are going to study, do you think any of this
would interest you?
58
• I think it might be a little interesting
Ryan: What kind of things do you associate these programs with? Would it be fun?
• It would be a challenge
• I’d do it, though, to try new things and meet different people, and get that job
Ryan: Why would someone, you or your friends, go to a school like that? For the jobs? Or do
you think people just like to study it?
• It’s a good job that will be around for awhile

• It will be growing (jobs)
Ryan: Well we are running out of time, so we’ll wrap this up and we’d like to tell you about why
we are doing this and give you an opportunity to ask us any questions you may have about this
project, out school, or college in general…
59
APPENDIX E: FOCUS GROUP NOTES (JOSH)
Factors that motivate going to college:

• Money
• Be successful
• Professionals take you more seriously
• Life experience
College application process:

• 3 have finished applications
• 12 have started the process
Factors that influence where they go to college:

• Academic
• Quality of campus
• Types of classes
• Size isn't an issue
• Location
• Parents who are alumni
Where do you find information about college?

• Internet
• Send letter to college of interest
• School counselors
• Fast web
• Google
• Dog Pile
• Yahoo
• College fairs held at community colleges
Regarding university reputations:

• Academic- U. of Michigan, Kalamazoo College, UCLA, Yale, Harvard, Princeton
• Athletics- MSU, University of Michigan, University of Southern California
• Party schools- Michigan State University and Ferris State
• TV is huge influence
• Sports events on TV are a way students base opinions on schools. These programs not
only show athletic teams, but also are given commercial time slots for each participating
school.
60
Images of MSU:
• Party school
• Reputation is on the rise
• Getting closer to University of Michigan, but not quite there
• Vet school has good reputation
• Business school has good reputation
• Tom Izzo has strong association with image of school
• The party reputation is negative
• Athletic stars come from MSU
Web sites:
• Mixed results
• Sometimes provide information, but most of the time they have to request more
information. This creates road blocks in their process.
• They like receiving the information
• Like getting responses from individuals
• Need eye catching graphics
• Need material that interests students
• Need a good background
• Impression of school comes from Web site
• Don't make it look too formal
• Want access to information
Advertising:
• Get most of information about schools during sporting events
• Don't get a lot of information from the media in general
• Negative aspects of college get most of the attention in the media
• Think advertising promotes a better service
• Do commericals
• Are people oriented
• Good advertising means the company will do well, or is already successful
• It is in the companies best interest to have a good advertising department
• Must be creative
• People go into advertising because they like attention
• Gives a sense of power
• Want to change or influence behavior
• Students like advertising on TV
• Gets in the way on the radio
• Billboards aren't effective
• There is too much advertising at times
61
Public Relations:
• Deals direct with customers
• Catering to needs of customers
• Answers questions
• Associates with large corporations
• Power Girls: Throw parties, showed drama aspect, didn't show real aspects of public
relations, showed bling-bling side of public relations
• Consumer relations
• Selling a product
Retailing:
• Selling products
• Goods/services
• Buying things to sell at a higher cost
• Supply and demand
• Logistics
• Business
• Target audiences (first time this was mentioned)
Classes Associated with these programs:

• Financial
• Accounting
• Good people skills
MSU department of APRR:

• 2 students had heard of the communications college-both had heard of college from older
siblings who were enrolled
• No one had heard of the department of APRR
• Department was probably about communication
• Think the department probably has a positive image
• Think program would be a challenge
• Gives a chance to try new things
• People in this area of study want to get money
• Would study this area because: job opportunities now and in the future, mostly because
more jobs will be available in the future
62
APPENDIX F: FOCUS GROUP NOTES (MEGAN)
Why do students go to college?

• More money
• Success
• Job opportunities
• Employers will take you more seriously
• Gain more life experiences
• 4students had finished college applications
• 8-10 students had started filling out college applications

• Academics
• Comfort level at university
• Nice campus
• Reputation pretty important
• If college has your program is important
• Location important
• Parents important decision makers

• Internet
• Counselors
• Send letter to college and they send you back information
• FastWeb (online resource)
• Google (online resource)
• Yahoo (online resource)
• Dogpile (online resource)
• Word of mouth
• Television
• Learn about universities when watching college athletics on TV (commercials); in
particular, MCC, ITT Tech, GVSU
• College fairs after school—usually held at community colleges

• Academics—University of Michigan; Kalamazoo College, Harvard, Yale, Princeton
• Football program—University of Michigan
• Basketball program—Michigan State University
• Athletic programs—University of Southern California; University of California Los
Angeles
63
• Party school—Ferris State University; Michigan State University (lots of laughter when
talking about this subject)
• MSU has rising reputation overall; known specifically for business school and veterinary
school
Images of MSU:
• One student’s parents are telecommunication graduates
• Think of basketball and Coach Tom Izzo
• People go there to party—not good image
Web sites:
• Use web to learn about colleges
• Can be frustrating when you have to search for information/email someone to get further
information—want all information readily available
• Don’t like boring Web sites
Advertising:
• Promotes a better service
• Have to be a people person to be an advertiser
• Have to know how to please people
• Advertisers offer lots of value to company
• Is a creative job—can offer new ideas
• Advertisers get attention
• Have a sense of power because can influence people
• Is “tight”
• Don’t like it on radio
• Don’t think billboards are affective
• Lots of advertising on benches (laughter)
Public Relations:
• Part of company where you deal with consumer/customer
• McDonald’s, UPS has lots of PR
• UPS slogan “What can brown do for you?”
• MTV show Power Girls—drama, girls throwing parties for celebrities, didn’t show
anything but “bling bling” side
• Selling products
Retailing:
• Selling things
• Selling services/goods to customers
• Buying from wholesalers and selling for fraction of cost
64

• Learning how to make profit
• Learn about supply/demand
• Financial
• Accounting
• People skills
• (students started to sigh by this point in discussion)
MSU CAS/APRR:
• 2 students heard of MSU CAS (one brother graduated from college)
• No one heard of Department of Advertising, Public Relations, and Retailing
• Students say APRR might be interesting, fun, challenging, would enroll because would
like to try new things
• Will provide good jobs that will be around—is growing
65
APPENDIX G: FOCUS GROUP NOTES (TIFFANY)
Why do students go to college?

• More money
• Success
• Job opportunities
• Employers will take you more seriously
• Experiences gained in college
• 8-10 students had started filling out college applications

• Academics
• Social activities/life
• Nice campus
• Reputation is important
• If college has the classes that you need
• Location important
• Parents important decision makers, especially if alumni of the school

• Internet
• Counselors
• Send letter to college and they send you back information
• FastWeb (online resource)
• Google (online resource)
• Yahoo (online resource)
• Dogpile (online resource)
• Word of mouth
• Television
• Learn about universities when watching college athletics on TV (commercials); in
particular, MCC, ITT Tech, GVSU; commercials are rarely for big colleges; no
commercials on academic programs
• College fairs after school—usually held at community colleges (2-3 students have
attended fairs)

• Academics—University of Michigan; Kalamazoo College, Harvard, Yale, Princeton
• Football program—University of Michigan
• Basketball program—Michigan State University
• Athletic programs—University of Southern California; University of California Los
Angeles
66
• Party school—Ferris State University; Michigan State University (lots of laughter

when talking about this subject; “MSU” shouted out at same time)
• MSU has rising reputation overall; known specifically for business school and
veterinary school
Images of MSU:
• One student’s parent are telecommunication graduates
• Think of basketball and Coach Tom Izzo
• People go there to party—not good image
Web sites:
• Use web to learn about colleges
• Visit the Web sites of particular colleges
• Can be frustrating when you have to search for information/email someone to get
further information—want all information readily available
• Like when they speak to the source/contact person
• Don’t like boring Web sites—want something to catch your attention (said most sites
just show pictures of trees and exclude the “little stuff that may be interesting”)
Advertising:
• Promotes a good or service
• Have to be a people person to be an advertiser
• Have to know how to please people
• “Commercials”
• Advertisers offer lots of value to company
• Is a creative job
• Advertisers get attention
• Have a sense of power because can influence large group of people
Do you like Advertising?

• It’s “tight”
• “I like it”
• “I don’t like it on the radio”
• Don’t think billboards are effective
• Lots of advertising on benches (laughter)
• Irritating or not effective if you see too much of it
Public Relations:
• Deal directly with consumer/customer
• Asking what the consumer is interested in
• McDonald’s, UPS has lots of PR
67
• UPS slogan “What can brown do for you?”

• MTV show Power Girls—drama, girls throwing parties for celebrities, they just
complained about how stressful it was, made guest lists, didn’t show anything but
“bling bling” side
• Selling
Retailing:
• Selling things to customers
• “Wholesalers”, etc
• Learn about supply/demand
• Learn about stocks
Retailing Classes?
• Financial
• Accounting
• People skills (know when consumers will want the product)
• Good salesperson
• (Students started to sigh by this point in discussion)
MSU CAS/APRR:
• 2 students heard of MSU CAS (one brother graduated from college)
• No one heard of Department of Advertising, Public Relations, and Retailing
• Seems a little interesting; probably learn some cool stuff, challenging (“But I would
try it because I like to try new things”)
• Will provide good jobs that will be around—is growing
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APPENDIX H: EXECUTIVE SUMMARY OF RESEARCH
Focus Group Pros and Cons
Advantages of Focus Group:

• In-depth, descriptive answers
• Open ended responses
• Opportunity to see non-verbal communication
• Immediate feedback
• Furthering questions—piggyback off responses
• Flexibility in structure
• All information gathered at once
• Can record direct quotes
• Students very relaxed—provided candid responses
Disadvantages of Focus Group:

• Large class—larger than ideal sized focus group
• Conducted in only one high school—not representative sample of high school students
• Conducted in only one class—not adequate representative sample
• Conducted in marketing class – may have biased answers.
• Class set up too formal
• Moderator can bias responses with non-verbal communication and tone of voice
• Time restriction—only had one scheduled class hour
• Researchers may have seemed less credible because of age and status
Summary of Focus Group
Setting:
• 28 students participated
• Junior and senior level marketing students
• Desks arranged in rows
• Moderator stood at podium at front of class
• Other researchers placed throughout class
Results:
Reasons for going to college:

• More money (higher income)
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• More successful
• Employers take you more seriously
• Experiences you gain in college
• Education
College Application Process:

• 3 students (out of 28) had finished college application process
• 12 (out of 28) had started college application process
Influential Factors in Choosing College:

• Academics
• Quality of campus
• Reputation
• Classes/programs offered
• Location
• Parents (if alumni, can influence child)
Informational Sources:
• Internet
o FastWeb
o Google
o Dogpile
o Yahoo
• Counselors
• School resources
• Send letter to college and receive information
• Word-of-mouth
• College fairs held at community colleges (2-3 students have attended before)
• While watching college athletics on television, commercials aired
o Commercials for community colleges and trade schools
University Reputations:
• Academics
o University of Michigan
o Kalamazoo College
o University of California Los Angeles
o Yale
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o Princeton
o Harvard
• Athletics
o University of Michigan (football)
o Michigan State University (basketball)
o University of Southern California
• Party schools
o Michigan State University (laughter)
o Ferris State University
Impressions of Michigan State University:

• Reputation as a party school
o Negative image
• Programs
o Veterinary
o Intramurals
o Business
• Athletics
o Tom Izzo
o Basketball
o Football
o Athletic stars
• Parents went to MSU
o Telecommunications
• Rising reputation
Use of Internet:
• To learn about colleges
o College Web sites want you to request information, provide information about
self
o Students want all information readily available
o You can email people directly (i.e. coaches)
o Web sites often too boring
 “There is always a picture of a tree in front of the school.”
 Should use more eye-catching graphics
o Impressions of school come from Web site
o “They worry too much about the nice background, and exclude all the little stuff
that people may be interested in.”
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Impressions of Advertising:
• Promotes a good or service
• About the job:
o Should know how to please people

o Be a “people person”
o Work on advertisements/commercials
o Business
o Advertising is important, adds value to company
o Creative, opportunities to contribute ideas
• Why people go into advertising:
o Attention
o A sense of power, influence
• “It’s tight.”
• Don’t like it on the radio
• Don’t think billboards are effective
• Advertising on park benches, buses
• Too much advertising
• Irritating, ineffective if overexposed to advertising
Impressions of Public Relations:

• About the job:
o Deal directly with the customer/consumer
o Answer questions from customers, media
o Cater to the needs of the customer
o Sell products
o Find consumer interests
• “Power Girls” television show
o Unrealistic
o Only showed drama, complaints about stress
o Participants only threw parties for celebrities
o Only saw the “bling-bling” side
• UPS and McDonald’s have a lot of PR
o Confusion between advertising and PR?
Impressions of Retailing:
• About the job:
o Selling services or goods to customers
o Buying things at a lower cost, selling at a higher cost (how to make a profit)
o Services to customers
72
o Buying from wholesalers
o Supply and demand
o Keeping customers happy
o Business management
• About the education:
o Business classes
o Accounting and financial classes
o People skills
o Knowing what consumers want
o “Target audiences”
o Sales
o Stocks
o Math classes
• Skills
o Math
o People skills
o Computer skills
Impressions/Awareness of MSU, CAS, and APRR:

• 2 students were familiar with MSU CAS
o One student’s sibling graduated from MSU CAS
• 0 students were familiar with APRR
• Why would students go into a program in APRR?
o “Seems challenging, but I would try it, because I like to try new things.”
o To meet different people
o To get the job
o It is a “good job” that will “be around for a while.”
o It will be growing
73
APPENDIX I: THANK YOU LETTER
October 25, 2005
John McGinnis and second hour class

Grand Blanc High School
12500 Holly Road
Grand Blanc, MI 48439
Dear Mr. McGinnis and second hour class:
We would like to thank you for the opportunity to visit with your class on October 24, 2005.
The experience was one that we will not forget.
The participation on behalf of your students was highly exceptional, and the information that was
gathered from our interaction was priceless. We hope the students feel that their opinions were
highly valued and they gained something from our time together.
The opinions of the students will help to shape a public relations campaign to increase the
awareness of Michigan State University’s Department of Advertising, Public Relations, and
Retailing. The students should know that their ideas will influence the direction of our
department for years to come.
Again, we cannot express enough how grateful we are for your time, effort, and participation.
We wish all of you the best of luck in your future endeavors, and hope to see you in East Lansing
very soon.
Sincerely,
I.C.E.
Megan Conquest Josh Lord Ryan Dinkgrave Tiffany Love Liz Cyzeska
74
APPENDIX J: BACKGROUNDER
MSU DEPARTMENT OF ADVERTISING, PUBLIC RELATIONS, AND RETAILING
Updated March 2006
The New Department of APRR
[TEXT]
[TEXT]
[TEXT]
Faculty and Accomplishments
[TEXT]
[TEXT]
[TEXT]
Student Organizations
[TEXT]
[TEXT]
[TEXT]
For Additional Information
If you would like more information about the Department of Advertising, Public Relations,
and Retailing at Michigan State University, contact:
Tiffany Love
Communications Coordinator
Integrated Communication Expertise
248) 388-1024
lovetiff@msu.edu
75
APPENDIX K: BIO
Bonnie Reece, Ph.D.

Dr. Reece is the Chairperson of the Department of Advertising, having previously served as in
this position from 1997 until 2000. She just completed a term as Director of Graduate Studies for
the department.
Dr. Reece regularly presents papers at conferences of the American Academy of Advertising and
the American Marketing Association and has had her work published in a number of journals.
Her research interests include information in advertising (especially food and drug ads), children
as consumers, integrated marketing communication, and promotion in sports and the arts.
She received an Alumni Achievement Award in 2002 from Susquehanna University, where she
serves on the Advisory Council of the Sigmund Weis School of Business.
Credentials
• B.S. in Marketing,
Susquehanna University
• MBA in Marketing,
Harvard University
• Ph.D. in Business Administration,
The University of Michigan
Recent Research/Creative Accomplishments
• Lancendorfer, Karen M., and Bonnie B. Reece (2004), "'God Speaks:' A Case Study of a
Public Service Campaign," presented at the Association for Education in Journalism and
Mass Communication annual convention in Toronto.
• Lancendorfer, Karen M., and Bonnie B. Reece (2004), “The Effects of Mergers and
Acquisitions on the Advertising Agency Industry: A Replication and Extension,” in 2004
AMA Educators’ Proceedings: Enhancing Knowledge Development in Marketing, Vol.
15, Kenneth L. Bernhardt, James S. Boles, and Pam Scholder Ellen, eds., Chicago:
American Marketing Association, 340-346.
• Roznowski, JoAnn, Bonnie B. Reece and Terry Daugherty (2004), "Perceptions of IMC
Education Among Practitioners," Journal of Advertising Education, Vol. 8 (1), 48-55.
76
Note: The information included in this document was obtained from Web site (www.adv.msu.edu) of the
Department of Advertising, Public Relations, and Retailing at Michigan State University.

APPENDIX L: FACT SHEET
THE DEPARTMENT OF ADVERTISING, PUBLIC RELATIONS, AND RETAILING

AT MICHIGAN STATE UNIVERSITY
February 13, 2006
FOR ADDITIONAL INFORMATION CONTACT:

Tiffany Love
(248) 388-1204
lovetiff@msu.edu
Department Chairperson:
• [TEXT]
• [TEXT]
• [TEXT]
• [TEXT]
Outstanding Students:
• [TEXT]
• [TEXT]
• [TEXT]
• [TEXT]
• [TEXT]
Upcoming Events:
• [TEXT]
• [TEXT]
• [TEXT]
For more information about the Department of Advertising, Public Relations, and Retailing at
Michigan State University, visit www.adv.msu.edu
Note: The above is only an idea for the content that may or may not be included in a fact sheet.
77
APPENDIX M
MEDIA ADVISORY
Michigan State University’s Department of Advertising, Public Relations, and Retailing hosts
“New Logo Contest” Exhibit

Tiffany Love
(248) 388-1024
lovetiff@msu.edu
The recent merger of the Department of Advertising, Public Relations, and Retailing meant
that it needed a new look. Students enrolled in the College of Communication Arts and
Sciences recently participated in a unique opportunity to put their creative minds to use
and design a new logo. There were nearly 50 different logos submitted, but the
department’s committee selected their favorite. The winner will be honored and all works
will be showcased.
WHO: [TEXT]
WHAT: [TEXT]
WHERE: [TEXT]
WHEN: [TEXT]
FACTS: [TEXT]
OTHER: [TEXT]
78
APPENDIX N
NEWS RELEASE
January 25, 2005

FOR IMMEDIATE RELEASE

Tiffany Love
(248) 388-1204
lovetiff@msu.edu
EAST LANSING—The Department of Advertising, Public Relations, and Retailing

at Michigan State University appointed a new program chairman this morning.
Dr. John Doe will succeed retiring chairperson, Dr. Bonnie Reece. Doe has more
than 20 years experience in advertising and public relations. He is the CEO and
president of his own advertising agency, Doe Advertising, Inc., in Haslett, Mich.
Doe graduated from MSU in 1972 from the College of Communication Arts and
Sciences and he is excited to be back.
“I have big shoes to fill taking over for Dr. Reece, but I am looking forward to joining
the outstanding faculty within the department,” Doe said.
Note: The remaining text could describe Dr. Reece’s accomplishments, how the new
chairperson was chosen, and information about the department.
-# # #-
79
APPENDIX O: New Department Logo (Sample):
80

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A Campaign Proposal for the Michigan

State University Department of

{Michigan State University}

September 23, 2005

Bonnie Reece, Ph.D.

Dear Dr. Reece:

• Megan Conquest is the Senior Account Executive. Conquest is a communication/public

Megan Conquest Elizabeth Cyzeska Ryan Dinkgrave

Josh Lord Tiffany Love

III. Research Results 19

IV. Implications of the Research Results 21

V. Summary of Research Conducted by Other Firms in CAS 492 24

VI. Proposed Public Relations Plan (The Plans Book) 26

Key Highlights of Campaign Plans

o Distribute 100% of “media clips” concerning the department to central MSU

• Vision for Future

Currently there is a free-standing college with the incorporation of merchandising

Internal, External, and Competitive Analyses

Internal Analysis-based on information obtained from the College of Communication Arts

External Analysis based on information obtained from the Department of Advertising,

Competitive Analysis based on research conducted by Mammoth PR:

• Main areas of recognition for these competitive universities:

• Notes about leading advertising program competitors:

• Notes about leading competitors in public relations programs:

• Notes about leading competitors in retailing programs:

o Washington State University

There is a lack of public awareness and recognition of the Department of Advertising,

Primary and Secondary Research Goals & Objectives

Preliminary Identification of Publics and Communication Analysis

Procedures of Data Analysis

Strengths of Focus Groups:

Limitations of Focus Groups:

Implications of the Research Results

Identification of key publics (unranked):

Identification of key publics (discussion):

As with any college or collegiate department, the Department of Advertising, Public

Revised Situation Analysis:

Media/Communication Vehicles (Communication Audit):

• The Department of Advertising, Public Relations, and Retailing is associated with

Summary of Research Conducted by Other Firms in CAS 492

Block and Associates

Yellow String Media

Proposed Public Relations Plan (The Plans Book)

To generate publicity for the Department of Advertising, Public Relations, and

• By May 2006, increase the number of press inquiries to the Department of

• Distribute 100% of “media clips” concerning the department to central MSU

• By May 2006, increase the number of research articles written by Department

• Redesign and expand Web site by May 1, 2006.

• Hire an unpaid intern to be compensated with course credit to handle public

• Hire an intern to redesign the Department of Advertising, Public Relations, and

Key Message Points

• The Department of Advertising, Public Relations, and Retailing is associated with

• Faculty and students conduct valuable and important research.

• Michigan State University's Department of Advertising, Public Relations, and

• The Department of Advertising, Public Relations, and Retailing is unique in that it is

Calendar: 2006 Gantt Chart

Please see next page.

What If Not Funded Budget:

3.) Presentation Program—Create a program designed to attract prospective students to the

Web site intern $500

Logo Contest Winner $150

Logo Contest Exhibit $100

Logo Contest Exhibit $250