And Changing Professional Paradigms

In the 2001 Summer School of an external undergraduate publicrelations course at the University of South Australia, one of the students encountered a personal crisis that he detailed in a long and emotive email message to the course director. On the following day the student sent a further brief email message apologising for his blunt language and indicated that he had been very stressed when initially sending an email. The online communication continued throughout the two-month course resulting in open discussion that began with a personal issue and ended in intense online analysis of the public relations profession. Undoubtedly, educator and student developed an understanding about each other online. The student coped well personally and educationally and the educator found the exchange rewarding. However, this was incidental in that the course was planned with specific objectives to develop understanding and knowledge about public relations and enhance communication skills for a large number of offshore and onshore students. Thi