Dialogic Public Relations and Resource Dependency: New Jersey Community Colleges as Models for Web Site Effectiveness

Abstract

This study examines the organization–public communication of community college Web sites in light of two important bodies of public relations research: dialogic communication and resource dependency theory. Dialogue is important to understand because highly resource-dependant organizations like community colleges need to be able to effectively communicate with a variety of influential publics. This study seeks to better understand how organization and stakeholder information needs are met by effective Web design in highly resource dependant environments. This study reviews the current literature on community colleges, resource dependency theory, and dialogue; conducts a study of nineteen community college Web sites; and discusses the findings and directions for future research in public relations.

Notes

¹Historically, community colleges were set to serve the needs of the “community,” that is, by providing personal development classes (computers, pottery, jewelry making, etc.), skills training (air frame maintenance, automotive, electrical, plumbing training, etc.), and other “community”-oriented curricula. Although, as Kenton suggested, community colleges have essentially developed according to the needs of their individual communities, demographics, and state economics, in the mid- to late 80s, many community colleges became concerned with the rise in college-bound high school graduates. To stay competitive, many community colleges merged into statewide systems (e.g., Alaska), and started to offer core (required) college curriculum (public speaking, introduction to X, etc.) as a means of hedging their bets and increasing their sway over state higher education dollars. Thus, although community colleges “historically” served diverse publics, modern colleges have become more homogenous and are competing for the same students. The ability to build relationships quickly and effectively with potential students allows (more desirable) colleges to be more competitive and more successful.

²An earlier version of this article was delivered to the 2007 National Communication Conference (Public Relations Division) in Chicago and contained a slightly different hypothesis explained by a model: “H: There is an association between Kent & Taylor's (1998, 2002) Dialogic Principles (DP), Dialogic Communication (DC), and Organization–public Responsiveness (R).” We have simplified the hypothesis in this article for clarity because we do not discuss the model in this article.

³The presence of an employment opportunities section, fair business practices statements, college policies and procedures, cultural diversity (EOE) statements, work environment statements, and civic involvement statements.

⁴Donors, politicians, business and opinion leaders, accreditation information, annual reports, career placement services, continuing education opportunities, funding opportunities, grant opportunities, and workforce and economic development programs.

⁵Time-sensitive press releases highlighting academic programs and student and faculty accomplishments, a dedicated press room where media content is centralized, audio and/or video clips, biographies and backgrounders on key organizational members, faculty expert base that media can consult for stories, downloadable demographic reports, downloadable logos and graphics, downloadable press photos, and access to the college philosophy and/or mission statement.

^aPresence = 1, Absence = 0.

^a12 items (M = 13.77, SD = 4.17).

^b6 items (M = 5.0, SD = 5.16).

^c7 items (M = 10.71, SD = 4.61).

^d9 items (M = 5.7, SD = 6.16).

^e7 items (M = 11.86, SD = 5.14).

^f3 items (M = 16, SD = 3.46).

^g7 items (M = 8.29, SD = 6.32).

^h7 items (M = 2.0, SD = 2.65).

^a34 items (M = 15.42, SD = 4.60).

^b7 items (M = 4.26, SD = 1.41).

^c7 items (M = 2.37, SD = .684).

^d7 items (M = 2.26, SD = .991).

^e7 items (M = .737, SD = .653).

^f58 items (M = 25.10, SD = 6.33).

*High scoring case in respective dialogic feature (>50% of potential items detected).

^a n = 7, n % = 36.8.

^b n = 11, n % = 57.9.

^c n = 1, n % = 5.3.

^a n = 7, n % = 36.8.

^b n = 11, n % = 57.9.

^c n = 1, n % = 5.3.

*t cannot be computed because the standard deviation is 0.

**p < .001, one-tailed test.