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This is to certify that the
thesis entitled

PUBLIC RELATIONS ACTIVITIES
AT TWO SAUDI ARABIAN UNIVERSITIES

presented by

Hamoud A . A1 ~Badr

has been accepted towards fulfillment l
of the requirements for

11.1 ._- 1 A; - . ‘_ ‘_. _
numLuLbLLatruu

and- Higher Education

4%fi/fl7 '_/ ./Z /-

Majc

Ph-D- degree in

Date July 24,I 1972

0-7639

 

l
l
|

 

 

 

 

ABSTRACT

PUBLIC RELATIONS ACTIVITIES
AT TWO SAUDI ARABIAN
UNIVERSITIES

BY
Hamoud Abdulaziz Al-Badr

The purpose of this study was to determine the
inmxxrtance of public relations activities to colleges and
universities, especially in developing countries. It was

hypothesized that the attitude of the university public;

students, instructors, and the citizens around it, Would

be more favorable toward a university having programmed
public relations activities than another university not
having public relations department.

Two major Saudi Arabian universities were chosen
for the study. They are, the University of Riyad which
did not have an organized public relations department and

the University of King Abdulaziz which did have an

organized public relations department at the time of

the study.

A questionnaire was developed by the investigator
with the assistance of the Office of Research Consultation

and was administered in the two universities. This

 

 

Hamoud Abdulaziz Albadr

<questionnaire was intended to determine the subjects'

opinions in regard to:

(1) Their awareness of the universities' objectives,

operations, and accomplishments (awareness).

(2) The degree of their participation in the uni-
versities' extra activities and their willingness
to contribute to the university's needs (partici-

pation).

(3) Their satisfaction with the universities' efforts
in the area of information and public relations

(satisfaction).

A random sample of twenty students, twenty instruc-
tors, and twenty laymen has been chosen from each uni-
versity to make up for 120 from both. The same instructors
in each university were required to answer the same
instrument twice: the first to measure their actual
attitude toward their universities at the time of this
study, and the second to answer after reading a folder of
accumulated newspaper clippings on their own universities
in the period preceding the establishment of the public
relations department at the University of King Abdulaziz.
This was intended to see whether the difference (if any)
between the two universities was a product of factors
other than the public relations activities. The total
sample after including the instructors reading the clip-

pings amounted to 172 subjects in the two universities.

 

Hamoud Abdulaziz Albadr

Four null hypotheses were formulated to be tested
be analysis of variance, one for each of the three sub-

scales in the measure. These hypotheses were:

Hypothesis I:

 

There will be no overall difference between the two
universities.

Hypothesis II:

 

There will be no difference between the groups of
people in the two universities.

Hypothesis III:

 

There will be no interaction between the two uni-
versities and sub-scales.
Hypothesis IV:

There will be no interaction between the two uni-
versities with groups of people and sub—scales.

The .05 level of statistical significance was established
as the minimum for accepting mean differences as signifi—

cant.

Results
The statistical analysis has led to the rejection
of two hypotheses, II and IV, and the failure to reject
the other two, I and III. Thus, it was found that there
were no overall differences between the two universities
as a result of the public relations activities. However,

there were major differences between the groups of the

 

 

 

Hamoud Abdulaziz Albadr

jpe0ple.in the sample in regard to their Opinion toward
their universities. The data showed significant inter-
action between the two universities and groups of people
'in two of the three sub—scales: awareness and satisfaction.
The data also revealed an interaction between the two uni-
verSities and the groups of people in the sub-scale, par-
ticipation. As supplementary data, a ten-item question—
naire was sent to five reporters in each city in where the
two universities are located. This was intended to deter—
mine their opinion in regard to the universities' cooper-
ation with the press and their willingness to cooperate
with the universities.

Although the data did not contribute to the
rejection of all the null hypotheses, it can be concluded
that the university public (faculty members, students,
and others) and the general public in the surrounding area
of the institution which had a public relations program
indicated a more favorable attitude toward the university

than those in the other university without such a program.

PUBLIC RELATIONS ACTIVITIES
AT TWO SAUDI ARABIAN

UNIVERSITIES

BY

Hamoud Abdulaziz Al-Badr

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Administration and Higher Education

1972

©Copyr ight by
HAMOUD ABDULAZIZ ALBADR

1972

 

Just as the pleased eye fails to observe the
shortcomings (of the favored)
So does the displeased eye tend to reveal his
failings
--An Old Arab Poet

ii

 

ACKNOWLEDGMENTS

The author would like to thank those who assisted
in the development and completion of this study.

Throughout the preparation of the dissertation,
the assistance and encouragement of the author's major
professor, Dr. walter F. Johnson, was most helpful.
Thanks should be extended to the members of the author's
guidance committee, Dr. Fawzi Najjar, Dr. Louis Romano,
and Dr. walter Scott, who were always available for help
and consultation.

A personal note of thanks is due to Dr. Abdullah
Al-WOhaibi, the Secretary General of the University of
Riyad, Dr. Ahmed M. Ali, the acting Vice-President of
the University of King Abdulaziz, and those members of
the two universities who helped in administering the
questionnaires at their institutions.

Finally, to my parents, brothers, Sand and
Abdullah, my wife, Thuraya, and my sons, Badr, Ahmed,
and Abid, the deepest affection and gratitude for their
patience, understanding, and support throughout this

endeavor.

iii

Chapter

I.

II.

III.

TABLE OF CONTENTS

INTRODUCTION . . . . . . . .

The Problem . .

The Need for PR in Higher Education

The Value of the Study.. . . .
The Purpose of the Study . . .
The Hypothesis . . . . .
The Supportive Research . . .
Methodology . . . . . . .
Definition of Terms. . . . .
Types of Source Material . . .
Selection of Population . . .
Development of Questionnaires .
The Measurement Scale . . . .
Reporting of the Data . . . .

THE SAUDI ARABIAN CULTURE AND EDUCATION

The Educational System in Saudi Arabia

The Elementary Stage . . .
The Intermediate Stage. . .
The Secondary Stage. . . .
Higher Education. . . .

The University of Riyad .

The University of King Abdulaziz

REVIEW OF LITERATURE . . . . .

Public Relations in Higher Education

But, What Is Public Relations in
Regard to Colleges and Universities?
Who Is the Public of a University?
The Place of PR in Administration

The Problems of PR in Higher Education

Summary . . . . . . . .

iv

Page

19
26
31
34

38
39

51

57

Chapter

IV. METHODOLOGY . . .

O

O O 0

Development of the Questionnaire . .
Selection of Sample.

Population. .
Samples. . .

Method of Collecting Data.

Treatment of Data
Summary. . . .

O

V. PRESENTATION OF THE DATA.

Analysis of Data.

The Hypothesis Test.
Itemization of Data.

Observations and Discussion

Selected Items

Multiple Choice and Ope

n—Ended Items

of

Which Could Not Be Summarized . .

The Data From the Journalists

Summary. . . .

VI. SUMMARY, CONCLUSIONS, AND

The Problem . .
The Purpose .

Hypotheses. . .
Methodology . .

Population. .
Samples. . .
Collecting the

Data

Treatment of Data

Findings . .

Conclusions . .
Recommendations .

RECOMMENDATIONS

1. For Further Research .

2. Recommendations for the

versities Under Study .

Page
94

95
98

98
99

101
103
104
106
106
107
118
122
125

150
153

156
156
156

157
158

159
159
160
160
161

162
164

164

165

Chapter Page

BIBLIOGRAPHY . . . . . . . . . . . . . 168

APPENDICES

Appendix
A. Faculty, Student, and Laymen Questionnaire. 176
B. Letter . . . . . . . . . . . . 199
C. The Reporter's Questionnaire . . . . . 201
D. Organizational Charts. . . . . . . . 205

vi

LIST OF TABLES

Table Page

1. The State Budget in Ten Years Compared with
the Education Budget in Millions of
Saudi Riyals (U.S. $1 = 4.50 Saudi
Riyals Before the Devaluation, Now It Is
1 = 4.15) . . . . . . . . . . . . 25

2. Numbers of Schools, Teachers, and Students in
the Saudi Educational System Excluding
Higher Education, 1970-1971 . . . . . . 3O

3. Government Budget for Education, 1966—1967--
1970-1971 (in Thousand Riyals) . . . . . 32

4. Elementary Teachers and Their Percentage of
Per Nationality 1969-1970. . - - . - . 35

5. Students and Teachers in the Saudi Intermediate
Stage by Nationality 1969-1970 . . . . . 37

6. Students and Teachers of the Secondary Stage
in Saudi Arabia by Nationality 1969-1970. . 40

7. Students and Instructors in Higher Education
by Nationality 1969-1970 . . . . . . . 45

8. Instructors and Students of the University of
Riyad in 1971-1972 . . . . . . . . . 47

9. Instructors and Students of King Abdulaziz
University 1971-1972 . . . . . . . . 53

10. Differences Between Two Universities . . . . 108
ll. Differences Between the Groups of PeOple in
the Two Universities Measured by the Three

Sub—Scales. . . . . . . . . . . . 109

12. Cell Means for Groups in the Two Universities
for the Sub-Scale, Awareness. . . . . . 115

vii

'Table Page
13. Cell Means for Groups in the Two Universities
for the Sub—Scale, Participation. . . . 115
14. Cell Means for Groups in the Two Universities
for the Sub-Scale, Satisfaction . . . . 115
a 15. Analysis of Variance in Sub-Scale, Awareness. 116

16. Analysis of Variance in Sub-Scale, Partici-
pation 0 0 o o o o o o 0 ~ 0 o o 116

17. Analysis of Variance in the Sub-Scale,
Satisfaction . . . . . . . . . . 116

18. Percentage Summary of the Laymen Responses to
the Thirty-Five Items Designed to be
Answered by "Yes" or "No.". . . . . . 119

19. Percentage Summary of the Students' Responses
to the Thirty-Five Items Designed to be
Answered by "Yes" or "No.". . . . . . 120

20. Percentage Summary of the Instructors'
Responses to the Thirty-Five Items
Designed to be Answered by "Yes" or "No.". 121

21. Summary of the Responses of the Groups of
PeOple in the Two Universities in Regard
to the Cooperation with the Public . . . 126

22. Summary of the Responses of the Groups in
the Two Universities, Their Opinion in
Regard to Their Universities N22 Cooper-
ating with the Public . . . . . . . 128

23. The Groups of Peoples Rating of the Universi-
ties' Relations with the Public . . . . 130

24. About the Media the Two Universities Use in
Their Efforts to Inform the Public . . . 132

25. Summary of Suggested Methods To Be Used
by the Two Universities to Influence the
Public Opinion. . . . . . . . . . 134

26. Suggestions by the Groups of People for the

Two Universities in Order to Keep the
Public Informed . . . . . . . . . 136

viii

Table

27.

28.

29.

30.

31.

32.

33.

34.

35.

Page

The Subjects' Awareness of the Universities'

Needs 0 O 0 O O O O O O O O O O 137
The Group's Opinion on Who Should Help the

University Financially if Needed . . . . 138
The Group Responses on the Way They Know

About the Universities' Activities . . . 140
The Laymen, Students, and Instructors Par-

ticipation in the Universities' Athletic

EventSo O I O O O O O O O O O O 142
The Laymen, Students, and Instructors' Atten-

dance of the Universities' Cultural Activi-

ties O O O I O O O O O O O O O 143
The Laymen, Students', and Instructors' Par-

ticipation in the Universities' Exhi-

bitions O O O O O O O O O O O O 144
The Laymen, Students, and Instructor Response

on the Objectives of Establishing the Uni-

versities in the Two Cities. . . . . . 145
Students' and Instructors' Reasons for Choos-

ing Their Particular University . . . . 147
The Laymen Aspiration for the Universities in

Their Cities . . . . . . . . . . 149

LIST OF FIGURES

Figure

1. Interaction of the Two Universities' Groups
of People in the Sub—Scale, Awareness . .

N
0

Interaction of the Two Universities' Groups
of People in the Sub—Scale, Participation.

3. Interaction of the Two Universities' Groups
of People in the Sub-Scale, Satisfaction .

Page

112

113

114

 

CHAPTER I

INTRODUCTION

The Problem

The charge is often made that a communication gap
exists between a university and the public it serves.
This leads to misunderstandings about the institution's
objectives and the way it functions. Some institutions
have formal and rather highly organized public relations
programs (PR). Other institutions have been satisfied
with a very informal PR program. The problem to which
this study addresses itself is to ascertain whether it is
more beneficial for an institution of higher education to
have an active department of public relations to create
mutual understanding between the university and its
public, and to communicate to them the institution's

objectives and operation clearly and effectively.

The Need for PR in Higher Education
It is reasonable to assume that an institution of
higher education must have good relations with its public

to continue to receive support. To obtain that, the

institution should take the initiative to explain itself

 

 

to the community at large. In the twentieth century, the
need for PR is more pressing than ever before. It has
emerged as a modern function of administration.

Public relations has been defined by Canfield as
"the continuing process by which management endeavors to
obtain the good will and understanding of its customers,
its employees, and the public at large; inwardly, through
self analysis and correction, outwardly through all means
of expression."1

Messener advised those who are involved in school
management by saying "Don't let the public wonder. Tell
them the truth as you see it and make sure it is the

2

truth as you see it." An editorial in College Management

 

contends that
. . . higher education is fast losing public support.
Effective PR is essential to reversing this trend.
It can't be done unless top management is made aware
of the need and also understands what is involved in
professional PR.3
The need for public relations programs in colleges
and universities is persistent. Since no institution

exists in a vacuum, interaction between the institution

 

lBertrand Canfield, Public Relations Principles
and Problem (Homewood, Ill.: ’RiEhard Irlon, Inc.,‘f§S4‘
p. 9.

 

 

2Frances Messner, "Informing the Public," Michigan
Educational Journal, XLIV (May 1, 1967), 29.

 

3"Information Please," College Management, V
(May, 1970), ll.

 

and its environment is imminent. Interaction takes the
form of perceiving an action or message and then respond-
ing to it.

The job of public relations is to endeavor to
create better understanding by interpreting the insti-
tution to its environment and explaining institutional
actions to the public. Another responsibility of public
relations is to produce a favorable response from the
public. This can be enhanced by telling the "real"
story of institutional objectives and accomplishments.

According to Peavey,

. . . education today needs improved methods of
interpreting the educational institution to its
many publics and to interpret these same publics
to the institution. For these reasons public
relations in higher education is an important seg-
ment of academic administration.4

Tipton contends that colleges and universities,
"especially tax supported public institutions, have an
obligation to keep the public informed of activities,
problems and objectives."5

Thus, a favorable or unfavorable attitude towards

a college or university is, at least in part, the product

 

4Marion Peavey, "A Study of Public Relations as
Practiced by Six Colleges and Universities in South Caro-
lina" (unpublished M.A. thesis, University of South
Carolina, 1967).

5Leonard Tipton, "Public Information Programs of
Five Oklahoma Colleges" (unpublished M.A. thesis, Uni-
versity of Oklahoma, 1966).

of understanding or misunderstanding of communication.
Good, clear communication should contribute to the satis—
faction and support of the public. Lack of communication

may produce turmoil and even lead to hostility.

The Value of the Study

 

In the United States and in most of the Western
countries, institutions of higher education have acknowl—
edged the persistent need for public relations programs
by establishing departments or other appropriate activi—
ties with the goal of informing the public of institutional
goals and accomplishments.

The growth and expansion of the American College
Public Relations Association and the fast-increasing
membership in the organization is a good indication of
the value American colleges and universities place on
obtaining good relations with the public. The ACPRA
was inaugurated with only twenty-five member insti—
tutions in 1917. By 1965 membership exceeded the 1,000
mark.6

In the developing Countries not enough attention
has been made toward establishing means by which a college
or a university can obtain the public understanding and

good will. In Saudi Arabia, the situation is no

 

6Peter Ellis, "A Study of the Directors of Public
Relation at Selected Michigan Private Colleges" (unpub-
lished Ed.D. dissertation, Michigan State University,
1968).

 

v”;

exception. Two major universities and several colleges
are operating in the country and only one has a depart-
ment for public relations.

By comparing the efforts of the two major uni—
versities in the country of Saudi Arabia, efforts to com-

municate with the public will determine:

(1) The value of programmed public relations activi—
ties in colleges and universities in developing

countries such as Saudi Arabia;

(2

v

The potential benefit of such activities from
efforts to explain the university to the public
and the public to the university for the aim of
maintaining good relations and mutual under—

standing.

The Purpose of the Study

The purpose of this study is to investigate the
effectiveness of programmed public relations activities
at two Saudi Arabian universities: King Abdulaziz Uni—
versity which has a PR department and the University of
Riyad which does not.

The specific objectives of the study are as
follows:

(1) To determine the effectiveness of public relations

programs in regard to favorable or unfavorable

attitudes of laymen toward a university;

 

(2) To determine the effectiveness of PR programs in
terms of favorable or unfavorable attitudes of

students toward a university;

(3) To determine the effectiveness of public relations
programs in terms of favorable or unfavorable

attitudes of faculty toward a university;

. (4) To determine the perceived role of PR as an
administrative function in colleges and uni—

versities;

(5) To deduce from one and two above general obser-
vations about the need for public relations in
colleges and universities especially in develop-

ing countries.

The Hypothesis

 

The general hypothesis to be tested is: the atti-
tudes of faculty, students, and laymen toward a university
having an active department of public relations are more
favorable than another university not having a PR depart-
ment. Subsequently this hypothesis will be re-stated in
terms of four sub-hypotheses for more specific treatment

and analysis.

The Supportive Research
Although there were a number of articles in the
literature, there were relatively few books which deal

with public relations in higher education. Some of the

articles are concerned primarily with surveying the

L . _: :—

 

market to determine the nature and extent of public
relations practices. Some describe the different types
of PR programs in higher education. Others are dealing
with PR problems, per se.
warren has cited the President of Seattle Com-
munity College in saying: "Seattle Community College
could not long remain a truly comprehensive institution
without the increasing efforts of an experienced and
energic public relations department."7
Smith has cited Spalding who states that a
. . . problem in addition to internal structure,
decision making, maintenance of integrity and agree-
ment on purposes, is the interpretation of the
institution to the public or publics. . . . But it
is clear that institutions must be understood and
appreciated by their neighbors and those who support
them.8
Schoenfeld has been cited by Gibson as believing
that PR in the proper sense of the term is primarily a
matter of institutional conduct and only secondarily a
matter of publicity.9 Thus, he asserts that improved PR

is needed as never before to continue to merit and receive

adequate support.

 

7James Warren, "Comprehensiveness May Depend on
Public Relations," Junior College Journal, XXXVIII (April,
1968).

 

8Kerry Smith, Current Issues in Higher Education
(Washington, D.C.: NBA, 1963).

9Raymond Gibsen, The Challenge of Leadership in
Higher Education (Dubuque, Iowa: Brown & Co., 1964f.

 

Brandon states that there "is growing awareness
among educational leaders that understanding is essential
in democracy where much depends upon uninformed citizenry
and that such understanding is achieved partially through
a well-conceived program of public relations and pub-
licity."10

Ellis has quoted the Association of Governing

Boards of State Universities and Allied Institutions as
favoring increased emphasis on public relations and public
information programs for higher education to the end that
the public may be fully and properly informed on the
objectives, programs and accomplishments of higher edu—
cation institution."ll

Ellis also quoted Chase, the President of Com—

munications Counselors, Incorporated as stating that

 

It is possible that in no other area of fund expen-
diture is so much being spent so uncertainly and
with so little precise and objective validation of
results. Yet the target-social and economic approval
through successful idea communication is important
enough to justify even larger investments.l

Crawford has listed three ingredients for a sound

public relations program: (1) Knowledge of the institution

 

loArthur Brandon "Public Relation for Higher Edu-
cation," College Public Relation Quarterly, VII, No. 2
(1956), 21.

 

11Ellis, 92. cit., p. 5.

12Ibid., p. 5.

and its public. Such knowledge has to be timely, complete,
and accurate. (2) Senseful judgement based on the knowl-
edge of the use of the available alternative. (3) Skilled
communications which interpret the actions to the public
and sub-public according to the context of each public's
particular interests and concerns.13

Michigan State University's Department of Infor-

mation Services has stated its major objectives as to:

(1) Present an accurate image of Michigan State Uni-
versity and its outstanding educational programs

to the public;

(2) Prepare and distribute informational materials
that create a better understanding of the problems

of higher education;

(3) Project the education resources of Michigan State
University to the people of Michigan to aid them

in daily living problems.l4

Maienknecht has cited Fine who had conducted a
study by means of sending questionnaires to all college
and university presidents and publicity directors in the

United States. He found that PR was ranked as extremely

 

3Rowane Crowford, "A Missed Bit?" Journal of
College Placement, XXVI (February, March, 1965), 40.

 

4Department of Information Services, Michigan
State University.

L..1_______________.

 

. 10

important to them. He also ranked the following objec-
tives according to their importance stated by the
respondents: (l) to create good will for the college;
(2) to interpret the college's place in the community;
(3) to add to the reputation of the college; (4) to
bring out the advantage of their own college; (5) to
bring more students; and (6) to raise money for endow-
15

ments and buildings.

Heath was cited by Maienknecht (1955) as arranging

 

the five most important objectives of PR in higher edu-
cation as: (1) building good will for the institution;
(2) adding to the school's reputation so that its scope
of influence may be broadened; (3) gaining public support
in order to receive adequate funds; (4) drawing outstand-
ing students; and (5) acquainting the public with new
educational trends.l6
To assert the importance of PR, Steinberg com—

menting on what happened in Berkley and Yale states that:

. . . what was significant about both of these

events was the lack of any coordinated effort either

to inform or to influence public opinion. Although,
both universities have sizable public information

 

15Gil Maienknecht, "Objectives in Public Relations,"
College Public Relations Quarterly, VI (April, 1955), 37.

16Ibid., p. 37.

 

iIiti___________________________________________:]IIIIIIII

 

11

departments, an acute public relations problem found
no voice which spoke with authority for adminis-
tration, faculty or students.17
In a study conducted on 272 colleges and uni—
versities in the United States, Rowland found that

. . . half of the reporting schools who participated
in this study cite interpretation of the institution
to its public as the basis of its educational public
relations philosophy. . . . The highest rated objec—
tive for public relations based on the number of

institutions who subscribe to it, is building and
holding goodwill for the institution.

Methodology

Based on the hypothesis.stated above, a survey
will be conducted of the public opinion of the University
of Riyad which has not yet established public relations
programmed activities and the King Abdulaziz University
which has established already such a program.

This study will be based on several resources:

1. The pertinent literature will be reviewed to
obtain a background of the value and importance
of public relations in colleges and universities
and the importance of interpreting the insti-

tution to its public. What are the advantages

 

l7Charles Steinberg, "Public Relations on the
Campus," Journal of Higher Education, XL (March, 1969),
129.

 

l8A. Rowland, "A Study of Three Selected Factors
in the Public Relations Programs of Colleges and Uni—
versities in the United States" (unpublished Ed.D. dis-
sertation, Michigan State University, 1955).

12

and problems of this phase of management? Liter—
ature will also be used to obtain an overview
background of the Saudi educational system with

some emphasis on higher education.

Pre-study based on what was written about the two
universities in the local newspaper in a period
of six months, October 1, 1967, to March 30, 1968
right before the King Abdulaziz University estab—
lished its public relations department. A folder
being built for each university and will be

given to a sample of twenty teachers of each
university, the same persons who answered the

post—test.

A questionnaire which was developed and sent to
each university to be answered by a sample of
twenty teachers, twenty students, and twenty

laymen.

Recommendations for the use of public relations
activities to inform the publics and sub—publics
of a university about its objectives and accom—
plishments. These recommendations are made
according to the outcome of the data as well

as the pertinent literature.

 

13

Definition of Terms
For the purpose of this study, the following

definitions are to explain the terms used:

ER.--is accepted abbreviation of the term Public
Relation$which is interpreted as the "sum total of all
the impression made by the institution itself and the

various persons connected with it."19

Student.—-is the person who is attending the
university, at the time of the study, for the purpose of
systematic learning based on the conventional way of
teaching and accepted by that university in a program

leading to a degree.

Faculty member.--teacher, instructor, inter-
changeable to indicate the person who conducts teaching
in that university as his profession regardless of the

load of teaching.

Layman.——any person in the city in which the uni-
versity is located who knows how to read and write; on the
condition that he is not affiliated with the university by

any means of job, teaching, studying, and the like.

Faculties.—-is a term used in Saudi Arabia as in

some other countries to indicate colleges.

 

19W. E. Reck, Public Relations: A Program for
Colleges and Universities (New York: Harper & Bros.,

1946), p. 8.

 

 

14

Types of Source Material

 

The researcher employs various types of materials.

These are:

(1) Books, articles, periodicals relating to the

topic under study;
(2) Data compiled from the questionnaires;

(3) The teachers' evaluation of the newspaper clipping

in the period selected for the pre-test.

(4) The personal observation and experimental back-

ground of the author.

Selection of Population

 

One hundred sixty persons were selected as the
population for this study. These persons were selected
on an equal basis from two Saudi Arabian Universities:
the University of Riyad and King Abdulaziz UniVersity»
at Jeddah. From each university a random sample of
twenty faculty-members will be made. Each instructor
in the sampling will answer the questionnaires twice;
first, to measure his actual feeling about his uni-
versity's public relations efforts; secondly, to measure
the public's feeling on the basis of reading the news—
papers' clippings.

From each university a sample of twenty students
will be selected randomly to measure their feeling about

the university and its PR efforts.

15

From the social setting of each city in which
university lies a sample of twenty laymen will be selected
randomly to measure their feeling about that university

and its PR efforts.

Development of Questionnaires

 

The outcome of the questionnaire answered by
faculty, students, and laymen as well as the outcome of
the pre-test will represent the main source of information
of this study.

The instrument being utilized in the study is a

questionnaire created through:

(1) Surveying the literature dealing with the role of

public relations in higher education;

(2) Utilizing the extensive help of the Office of
Research Consultation at the College of Edu-

cation, M.S.U.;

(3) Circulating the completed questionnaire to the
members of the Office of Research Consultation
for evaluation. A feedback of five out of
eight was received and the questionnaire was

re—written as the result of the feedback.

(4) The questionnaire was translated from English
into Arabic by the author with the help of Dr.
Mohammad El-Mulhim, an instructor at the Faculty

of Commerce, the University of Riyad..

16

(5) A test was made by giving the questionnaire to
eight persons: one layman, four high-school stu-
’ dents, two college students, and one college
instructor to determine its reliability and under-

standability;

(6

V

Finally, the Arabic version was given to Pro—
fessor Fawzi Najjar, who is considered by the
author as having an excellent background in both
Arabic and English and who serves as member of

the author's guidance committee.

The Measurement Scale

 

The measurement scale is designed to test the
feeling of the Subjects (S's) toward understanding the
functions and operations of the universities studied.

Three sub—scales are:

(1) The S's awareness of the university as a whole
and its operations and functions as well as the

awareness of its PR programs;

(2

V

The degree of participation of the S's in the
university's cultural and social activities and
the willingness of the S's to contribute to the

l university's needs;

1 (3) To test the public's satisfaction with the uni—
versity's efforts to inform and influence the

public opinion.

 

 

 

17

After receiving the data, it will be analyzed and
the consensus between the groups will be tested by way
; of the analysis of variance. The level of significance
of .05 will be considered as satisfactory.
The analysis may provide information leading to
answer the following null hypotheses which have been

generated from the previously stated general hypothesis:

Hypothesis I:

There will be no difference between the two uni—
versities as a result of PR activities.

Hypothesis II:

There will be no interaction of the universities with
the type of person.

Hypothesis III:

There will be no interaction of universities with ,
sub-scales. ‘

Hypothesis IV:

There will be no interaction of universities, ‘
type of person and sub-scales.

Reporting of the Data

 

The findings of the study are reported in six
chapters as follows: Chapter I, Introduction, which
includes statement of the problems, the need for PR in
higher education, the value of the study, the purpose of

the study, the hypothesis, the definition of terms

 

used, methodology, type of source material, selection

 

 

18

of population, and development of questionnaire; Chapter II,

Review of literature to provide some information about the
Saudi Arabian education with some emphasis on higher edu-
cation; Chapter III, Review of the pertinent literature
to determine the value of PR in higher education, some

of the advantages and problems facing colleges and uni-
versities public relations; Chapter IV, Design of the
study which serves as the map of the operation. In this
chapter the author describes the sample operational
measures, testable hypotheses design, and analysis;
Chapter V, Findings from the data and discussing the
results; Chapter VI, Conclusion and recommendation. In
this chapter the author presents his conclusion as a
result of the outcome of data presented in the previous
chapter. Recommendations for further study are included

in this chapter.

 

 

CHAPTER II

THE SAUDI ARABIAN CULTURE

AND EDUCATION .

Since this research deals mainly with Saudi
Arabian higher education, it is worthwhile giving some
basic information about the country to acquaint the
Western reader, who may not know much about it, with the
basic historical events, the cultural background, and
the educational system.

Saudi Arabia lies in the southwest corner of
Asia. It occupies about four-fifths of the Arabian
Peninsula. Saudi Arabia is bordered by Jordan, Iraq,
and Kuwait on the north; the Arabian Gulf on the east; 1
Oman, Mosqat, and the Yemen on the south; and by the
Red Sea on the west.1 (See map next page.)

Saudi Arabia is 870,000 square miles, as indi-

cated by the government, and the population is estimated

 

lHamoud Badr, et al., "Educational Planning in
Saudi Arabia" (unpublished seminar paper, 1970), p. l.

 

20
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Map of Saudi Arabia.

The cities, where the two
universities are located, are octagonal shaped.

21

at a figure somewhat between 3.5 and 7.7 million.2 This
is because of the fact that there is no exact census.
However, the government is working on population census
within the four coming years according to the Royal
Decree No. M—l3 1971.3
Saudi Arabia took its recent form and name in
1932 when King Abdulaziz Al-Saud, who had unified the
country seven years earlier, issued a royal decree
renaming the country, "The Kingdom of Saudi Arabia."4
Saudi Arabia is a great sandy desert. Winds are
extremely harsh during the spring and early summer
months, resulting in eroding windswept plains
alternating with rolling sand dunes. Plant life
is very sparse. The country is distinguished by
its barreness. One of the most desolate and
driest places in the world is Saudi Arabia's
famous Rub'alkhali or "the empty quarter."5
Economic resources are varied from agricultural

products, mineral products, handicrafts, and petroleum

with the latter counting for 85 per cent of the national

 

2N. Walpole, et al., Area Handbook of Saudi

Arabia (Washington, D.C.: Government Printing Office,
1 , pp. v, 9.

 

 

3Elmiyah, A monthly publication, Beirut, The
Saudi Arabian Educational Mission, V (September, 1971), 9.

4G. DeGaury, Faisal (London: Arther Parker Ltd.,
1966), p. 50.

5Mitchel Owens, "A Health Text for the 5th and
6th Grades in Saudi Arabian Government Schools" (unpub—
lished Ed.D. dissertation, Columbia University, 1962),
p. l.

 

 

22

income. In the ten years preceding 1970, the Saudi
economy has shown a steady growth of 8.5 per cent
annually. In 1963 the gross national product (GNP)

was U.S.$1,629.5 million and in 1968 it reached $2,619.l
million. The rate of growth in the GNP was 11 per cent
annually.6 The most recent information indicates that
the GNP has doubled in seven years, from seven billion
Saudi riyals in 1963 to fourteen billion in 19707 ($1 was
4.5 S. riyals, now $1 = 4.15 S. riyals).

The Saudi Arabian economy has been marked by a
balanced budget for the last decade and the government
income was showing steady increase except in 1968—1969
because of the effects of the Arab-Israeli war in 1967
and its aftermath consequences.8

According to A. Ali, before the

. . . mining industry dominated the economy of the
country, its then poor economy had been dependent
on agriculture and pasturage, income from pil-
grimage, and other minor resources such as fishing
and pearl diving. Until now the majority of the
population has earned its living from agriculture

but these resources do not pay for all their cost of
living.

 

6Badr, et al., 92. cit., p. 2.

7Al—Riyadh, a daily newspaper, Riyadh, Saudi
Arabia, Dec. 18, 1971, p. 1.

8Walpole, et al., pp. cit., p. xxx.

9Ahmed A11, "The Systems of Financial Adminis—
tration in Saudi Arabia and New York State" (unpublished
Ph.D. dissertation, The University of New York, 1968),
pp. 9—10.

 

 

 

23

The Saudi economic system is based on free enter—
prize, thus everybody is entitled to the ownership of
anything short of the national resources such as the
mineral mines and the oil wells which should be owned
and operated by the government.

The people of Saudi Arabia form a relatively
homogeneous group, sharing similar physical features,

a common language, culture, and values and a common
religion, Islam. They are proud of two major features:

Arabic language and Islam.10

There are some minority
groups mainly in the holy cities of Mecca, Madina, and
coastal cities such as Jeddah and Dammam (see the map).
Due to the lack of exact census, the size of the
minority groups is not known, but it is safe to say
that they are small in number and come from the Islamic
countries, mainly from Africa and Asia.11
Saudi Arabia's population is dominated by tribal
relations.
The dominated relationships in Saudi Arabian society
are personal. Allegiance to Islam, loyalty to the
family (defined in terms of a group of male kin),
and loyalty to the tribe are the strongest bonds

felt by most Saudi Arabians. Although sedentari—
zation and detribalization have been proceeding

 

loWalpole, et al., pp. cit., p. 47.

llHamoud Badr, "Modernization Process in Saudi

Arabia" (unpublished seminar paper, 1967), p. 4.

 

 

 

24

with the encouragement of the government, the
tribal structure is still intact among the nomads
and in many of the settled communities.

Again, the lack of exact figures will not permit
finding statistics on what percentage of the population
are still nomads and what percentage are urban dwellers.
Nor can we say for sure what percentage of the population
are working in agriculture. But, according to Walpole,
as late as 1970 "social and ethnic relations were largely
unchanged. During the late 19605 the kingdom, neverthe-
less, had realized significant progress in education, com-
munications, and welfare, which collectively carry a sig-
nificant potential for change."13

Perhaps giving some figures of the budgetary
allocations would give some indicators for the great
potentiality of change. Table 1 shows a comparison of
the budget in the years between 1961-62 and that of
1971-72.

Illiteracy was a major problem facing Saudi
Arabia because of the Bedouin who wander in the desert.
However, the government has started extensive plans to
raise literacy from almost 0 per cent in 1952 when the
campaign was started. Again the lack of accurate census

does not permit us to indicate the exact percentage of

 

12George Lipsky, Saudi Arabia, Its People, Its
Society, Its Culture (New Haven: HRAF, 1959), p. 2.

 

 

l3Walpole, et al., pp. cit., p. ix.

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\mumum

25

 

Hymns
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louuoo

New»

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mamwwm flosmm mo mcoflHHHE cfl ummodn coaumosoo mgu nuw3 toummaoo mumw> sou CH Humbug wumum one .H mamas

 

26

literacy in the country. There are conflicting estimates

knit the writer leans to the figure 20 per cent.14 How—

ever, the reader has to be cautious in dealing with
these estimates because of the fact that exact statistics
on population segments are not available yet. However,

"in 1965 the Ministry of Education was engaged in a

wideSpread literacy campaign aimed primarily at towns-

men."15

In 1967 the Ministry has expanded the campaign by

sending summer caravans to the places where Bedouin

 

gather. In these summer campaigns, the Ministry people
stay with the Bedouin all summer and conduct formal and

informal classes to combat illiteracy among them.16

The Educational System in
Saudi Arabia

The educational system in Saudi Arabia is a mix-
ture of French and English influence. Since Saudi Arabia
is relatively a new nation, unified only in 1925, it was
opened to influence from Egypt which has an English-

influenced system. Another influence came from other

 

14Ibid., p. 102.

lSIbid.

16Ministry of Education, Summaryiof the Educa—
tional Development in Saudi Arabia’In Ten Years, Riyadh,
1970, p. 137; Al-Riyadh has indicated in the issue dated
January 3, 1972, that the Ministry of Education has drawn

plans to abolish illiteracy completely within twenty
years.

 

 

h”, -

 

27

neighboring countries such as Syria and Lebanon which
have French—influenced systems.
According to H. Snyder:

The Ministry of Education and the Kingdom—wide school
system are staffed primarily, in the important
positions at least, with relatively young Saudi

Arabs who have had their early education in the
traditional Koranic schools of the country and most
of their secondary and higher education in Egypt.
They returned to Saudi Arabia full of ambition and
educational ideas. Naturally the ideas stemmed from
Egyptian educational philosophy and procedure which,
at the time, reflected French philosophy of education
primarily for the elite. British educational
influence was, however, becoming increasingly felt,
particularly in vocational training. The British-
Egyptian answer to the need for craftsmen, clerks,
and technicians was to organize a discrete, indepen—
dent system of trade and vocational schools, operating
alongside, but with little relationship to, the aca-
demic schools. This became the pattern in Saudi
Arabia, as in most countries of the Middle East.17

The Saudi system includes kindergarten, six years
of elementary education, three years of intermediate edu-
cation, and three years of secondary education. Edu-
cation is supplied free of charge by the government. All
the subjects in the whole system are highly prescribed
thus providing no room for the student to elect among
courses.

The Saudi educational system is not controlled by
a single agency although centralization is one of the
main features of the government system. "It is paradox—

ical that in a country where governmental functions tend

 

17H. R. Snyder, "Community College Education for

Saudi Arabia" (unpublished Ed.D. dissertation, Columbia
University, 1963), pp. 23-24.

 

 

28

to be highly centralized, control of some educational
functions should be split between several agencies."18
The Ministry of Education is in control of boys'

schools, illiteracy—combating schools, the special schools
for the handicapped, and vocational schools. This, of
course, includes the agricultural schools, the industrial
schools, and the trade schools, as well as the modern
intermediate schools which have a mixed curriculum of

. . l9
academ1c and vocatlonal courses.

 

The General Directorate of Girls' Schools controls
all the schools for female students except those of the
handicapped female students which are under the control
of the Ministry of Education. This directorate operates
the female schools at all levels including the College
of Girl Education in Riyadh. Teacher training schools
for girls are also operated by the directorate.

The General Directorate for Theological Institutes
and Colleges operates its school system which is concerned
mainly with religious and Arabic studies. This school
system starts from the seventh grade and extends to the
college level. This directorate operates two colleges:

the Shari'a College and the Arabic Language College. In

 

l8Ibid., p. 23.

19UNESCO, International Yearbook of Education,

 

xxx (1968), p. 416.

 

 

 

29

the graduate level the directorate operates a master
level institute, the Higher Institute for Judicial
Studies (Ma'had Al-Kadha E-A'li) (some refer to this
school system as the Religious Schools).

The Ministry of Labor and Social Affairs operates
the vocational training centers which are completely
vocationally oriented centers. The Ministry of Edu-
cation, however, Operates the Royal Higher Institute of
Technology in Riyadh which has a dual function; it has
short period vocational training and long-term technologi-
cal studies.

These are by no means the only bodies that operate
separate schools and institutes in Saudi Arabia. They
are only the major ones. The Ministry of Defense and the
Ministry of Interior operate their own specialized
schools. Fortunately, there is a coordinating body that
looks after their policies and programs. That body is
called the Supreme Educational Council.20 Almost every
educational authority of those listed above is repre-
sented in one way or another in that council. This
council is the authority to set up policies and approve
curricula for every school system.

The growth and expansion of education in the
last decade can be described as remarkable. As Table 2

indicates, there is a vast growth and expansion in

 

20Walpole, et al., pp. cit., p. 93.

g.- ..

 

 

30

.muonomou Hoonom Swan

 

 

 

 

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31

enrollment, in the number of schools, and in teacher
training, as well as in schools opened every year.

Table 3 shows the budgetary allocations for the
various educational facilities. That includes all the
educational institutions in the country as a whole
excluding the vocational centers operated by the Ministry
of Labor and Social Affairs.

Space does not permit lengthy details, but it
seems that a glance at each of the educational stages
would be appropriate. As stated in Article 8, "Oppor-
tunities of deVelopment are available to the student to
participate in the growth of the community in which he
lives, consequently, to profit himself from this growth
in which he took part."21

Article 10 indicates that the "search for edu-
cation is a duty dictated by Islam on every individual.
It is the duty of the state to provide and spread edu—
cation in its various stages within the state's capacity

22
and resources."

The Elementary Stage

 

Article 72 indicates that the

. . . elementary is the foundation on which rests the
preparation of youth for the following stages of
their life. It is an important stage which covers

 

21Ministry of Education, The Educational Policy in
the Kingdom of Saudi Arabia, Riyadh, 1970, p. 7.

 

221bid.

 

32

  

 

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33

all the members of the nation and provides them with
the fundamentals of sound ideology and trends and
with experience, information and skills.

However, up to the writing of this research (1972),
not all of the elementary age youth are in schools. As
of 1970 almost 90 per cent of the Saudi student body are
in the elementary level.24 As a result of the absence
of exact census, it is not safe to put any figure or per-
centage of the elementary students in schools in relation
to the whole population. However, in 1966 the Saudi
delegation to the thirty-first International Conference
on Education indicated that no compulsory education
existed in Saudi Arabia because of the overwhelming
desire to attend among all segments of the population:

Education is not compulsory in Saudi Arabia for
three reasons; firstly, the population is vitally
concerned with education and the children are sent
to school without any compulsion being required;
secondly, if the government made education compulsory
it would run up against difficulties such as that
arising from the large number of Bedouin nomads.

To meet this problem the government has organized
mobil schools, with satisfactory results. Finally,
in Saudi Arabia the shortage of teachers is such
that recruitment has to be made from fellow Arab

countries, but even there recruitment possibilities
are limited.

 

23Ibid., p. 16.

24Walpole, et al., pp. cit., p. xii.

25UNESCO, International Conference on Public Edu-

cation, Geneva, 1968, p. 57.

 

 

 

34

The delegation has also put the elementary
student body as 5 per cent of the total population.
Article 122 indicates that all students in elementary
age should be in schools within ten years.26

The curriculum remains traditionally oriented
and emphasizes classical Arabic and Islamic religion with
some modern subjects such as geography, mathematics,
general health, and physical education. According to
Walpole, "Modern teaching methods are being adopted in
place of the role of learning and students are encouraged
to participate in class discussions."27

The main problem facing the elementary stage,
as well as the other stages, is the shortage of qualified

Saudi teachers. Table 4 shows the ratio of the national

teachers to the grand total of the systems teachers.

The Intermediate Stage

 

Intermediate stage is that following after the
elementary. This stage is three years long and is
common in the boys' schools, the girls' schools, and
the religious schools, as well as in the private schools.
"The intermediate cycle was instituted in 1958 after it

became apparent that there was a need for a transitional

 

26Educational Policy, pp. cit., p. 23.

 

27Walpole, et al., pp. cit., pp. 94-96.

35

 

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a e u T. E
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36

period between the elementary level and the more rapidly
modernizing post—elementary cycle."28
Article 82 indicates that the objectives of
. . . the intermediary stage, as a general educational
stage, is to give the child a comprehensive Islamic
education covering his creed, body and character,
taking into consideration his level of growth and
the characteristics of the stage he is in. Together
with other stages, it achieves the general objective
of education.2
Boys' intermediate stage is divided into two pro-
grams. One is the conventional intermediate schools
which lead to the academic secondary stage. The second
program is called Modern Intermediate Schools. "Admission
to the modern intermediate cycle is limited to the better
qualified students and is determined by competitive

. . 30
examinations."

This kind of school prepares for
vocational secondary schools those students who show
vocational interest and ability, or for the conventional
secondary programs for those who do not show a desire for

vocational studies. Table 5 shows the intermediate

enrollment in the various schools.

281bid., p. 96.

29Educational Policy, pp. cit., p. 17.

 

30Walpole, et al., pp. cit., p. 96.

37

 

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prHMGOHumc an wmmum OHMHUOEHOuGH Hosmm mfiu CH mumsowmp pom mesmosumll.m mHm<B

 

38

The Secondary Stage

 

This stage serves as preparation for college or
for professional career. "Admission is dependent of both
an intermediate school diploma and a scholastic record
averaging over 70 per cent."31

Article 93 describes this stage as having a
special nature with regard to the student age and the
characteristics of his growth at this level:

It requires several forms of guidance and
preparation and consists of several divisions in
which the holders of intermediary certificates are
enrolled in accordance with regulations set up by
concerned authorities. . . .

This stage contributes with other stages to the
realization of the general objectives of education,
in addition to the special objectives it itself
achieves.32

Article 100 clarifies the functions of this stage as,
"Opening opportunities to competent students and enabling
them to continue their studies-—at all levels-—in higher
institutes and universities of all specialties."

Article 101 says: "Preparing other students to work in
the various walks of life at a decent level."33

In this stage, students should decide where to go

thereafter. Vocational schools start at this stage.

Elementary institutes for teacher training also start

 

3lIbid.

32Educational Policy, pp. cit., p. 19.

 

33Ibid., p. 20.

 

39

at this stage. Thus, when a student goes to the academic
type of the secondary schools he has a potentiality of
being able to continue his college education. Table 6
shows the secondary enrollment in the various types of
the secondary cycle. It also shows that the student
body is divided according to the policy which looks at
the secondary stage as a preparation for specialization.
Those who attend the academic type are college—bound stu-
dents even though the available seats in the higher insti—
tutions may not accommodate all the graduates from high
schools. Those who attend vocational schools usually
quit at graduation from their schools except for the
exceptional ones who might be permitted to go to pro-
fessional preparation in college level.

Education in this stage is diversified and is

available as much as possible to graduates of

intermediary schools. Concerned authorities

define conditions of enrollment for each type

of secondary education in order to meet various

needs and orient each student toward the field
that suits him.34

Higher Education
As the Educational Policy indicated, higher edu—

cation "is the stage of academic specialization, in all
its levels, for competent and gifted students, in order

to develop their talents and fulfill the various present

 

34

Article 128, Educational Policy, pp. cit., p. 21.

 

 

 

 

 

40

 

 

 

 

 

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0.0H O.ON O.N O.HH N.O 0.0H O.OH OOH mOmpaonmO
HO HO OOH OH OO OO NO OO NHO Hmpoe
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wumnomma
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.OOOHsOOOH,OuHHmaoHumc

an manmud Hodmm :H wmmum mumpsoomm may we muwnommu paw musooduwll.m mqmda

41

and future needs of the society in compliance with the
objectives of the nation and its noble goal."35

Article 110 and 111 indicate that among the
objectives of higher education is preparing "competent
and high intellectually and scientifically qualified
Citizens to perform their duties in the service of their
country and the progress of their nation in the light
of sound Islamic principles and ideology." And "provid—
ing gifted students with the opportunity to continue
higher education in all the fields of academic speciali—
zation."36

Article 114 lists among the objectives of higher
education, the objective of "translating science and
useful arts of knowledge to the language of Qoran (Arabic)
and enriching the Arabic language with new experiences to
fill the need of Arabicization, and putting knowledge at
the disposal of the largest number of citizens."37

Institutes of higher education are being run by
independent bodies in most of the cases.

Institutions of higher learning are of two sorts——
traditionally oriented Islamic colleges and modern,

Western—type colleges. The curricula of most are
being modified to the demands for administrators,

 

36

351bid., p. 21. Ibid.

37Ibid., p. 22.

 

 

 

42
a teachers and technicians to become capable of coping
with the problems confronting the country.
Admission to the institutions of higher learning

depends on the successful completion of high school

diploma. Competitive examinations are being set to

select the qualified students to be admitted to most

colleges. Screening committees are being set up every -

year to meet with prOSpective students to see if they

are qualified or not.

Beginning with the academic year of 1971-72, a

 

coordinating committee was set up to distribute the

high school graduates among the various colleges and

universities in the country, including the police

and military academies.39
The first higher learning institution to be

opened in the country was the Shari'a College (Islamic l

Studies) in Mecca in 1949.40

This college is now a
part of the King Abdulaziz University. By now there
are four universities in the country as well as some

other colleges.

 

38Walpole, et al., pp. cit., p. 99. J

39A1-Riyadh, pp. cit., July 14, 1971, p. 5.

4OWalpole, et al., pp. cit., p. 99.

 

‘;—'

 

43

The University of Riyad, inaugurated in 1957, is
the largest higher education institution up to the pre—
sent time. It is made up of eight major faculties, each
containing several departments.

The King Abdulaziz University started as a pri-
vate school and was "nearing the completion at the end

of 1965."41

Currently it has four major faculties, with
several departments in each.

The country's most technological university is
the College of Petroleum & Minerals at Dhahran which has
an independent governing body but is affiliated with the
Ministry of Petroleum and Mineral Resources.42 This
particular college is being conducted according to the
American system. All of its programs deal mainly with
technical subjects and sciences related to its area to
"fill an important role in the emerging industrialization
of the country. . "43

The Islamic University of Medina was established
in 1961 and specializes in Islamic studies. It is

opened on an equal basis to students from foreign

countries, especially those who come from Moselm countries.

 

4lIbid.

42Central Planning Organization, Development Plan,
Riyad, 1970, p. 99.

43Alfred Thomas, Saudi Arabia (Tempe, Ariz.:
World Education Series, 1968), p. 80.

44

It was intended to be a base for spreading the pure
Islamic thought among the Moslem youth. "Modeled after
Al—Azhar University in Cairo,its curriculum includes
studies of the Koran, Moslem and Arab history, Islamic
law and ethics and modern Islamic issues."44
The General Directorate of Theological Institutes
and Colleges operates two colleges: the Shari'a College
and the Arabic Language College. These two colleges are

to enroll the graduates from the secondary cycle of their

own system. A post—graduate institute, the Higher Insti—

 

tute of Justice was opened in 1965 "to train qualified
judges for the Shari'a courts."45
The General Directorate of Girl Schools operates .
a college for female teacher training. This college was
opened in 1970 and contains several departments,with the
main function being that of training female teachers.
Except for the colleges which are operated by
the General Directorate of Institutes and Colleges, and
the College of Education for Girls, every university has
its own independent governing body. Usually, there are

higher councils and regular councils for each university.

There is a council for each faculty and one in every

 

department. (Table 7 summarizes students and instructors

in higher education in Saudi Arabia.)

 

44

 

Walpole, et al., pp. cit., p. 100.

45Ibid.

 

45

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.osmalmmmH muHHMGOHum: an COHumosom Hmsmfls :H muouosupmsH pan musmosemtl.b mHm<B

46

For the purpose of this study, added details
about the University of Riyad in Riyadh and the University
of King Abdulaziz in Jeddah will be useful. Presently
both universities are mostly undergraduate institutions.
Although they are not similar in their government, the
differences are not great. Among the major differences
is the fact that the King Abdulaziz University was started
as a private school, subsidized by the government but
was turned to government control completely. King Abdula-
ziz University is a five—year institution while the Uni-
versity of Riyad is a four year in art colleges and five

*
years for sciences.

The University of Riyad

 

The University of Riyad was the first university
to be established in the country (in 1957). It has eight
faculties (colleges). Table 8 shows instructor and stu—
dent enrollment. It is being conducted according to the
British system, which was tranSplanted from Egypt. The
University of Riyad's objectives are listed thus:

(1) To provide an opportunity for the competents in

the country;

(2) To create a good campus life that is congruous
with Islamic law, with efforts to encourage extra-
curricular activities, be they cultural, social,

or athletic, to maintain the good university

 

*
Appendix D is the Administrative Charts of both
universities.

 

 

 

 

47

TABLE 8.-—Instructors and students of the University of
Riyad in 1971—1972.

 

    
    
 

Teachers

Teachers

 

 

 

C01- and Students
lpgpplties)3tudents Saudis Non-Saudis Total
College of Arts 33 57 90 971
College of Business 31 18 49 730
College of Science 44 61 105 707
College of Pharma-

cology 13 25 38 168
College of Agri—

culture 11 17 28 200
College of Education 16 41 57 481
College of Engineer—

ing 19 68 87 431
College of Medicine 5 ll 16 100

Total 172 298 470 3,788

Source: Student Affairs at the University of Riyadh,

Statistical statements accompanied a letter

from Dr. A. N. Wohaibi,

dated March 18,

1972.

48

tradition and educational spirit. To develop
the student's personality and mind and create

in him the feeling of responsibility;

(3

v

To preserve Islamic and Arabic civilization;

(4

v

To participate actively in international thought
and to work toward the progress of science; to
strengthen the cultural and academic ties with
the other universities and scientific organi-

zations;

(5

V

To meet the country's needs of technical manpower
and to make up for the deficiency in trained man-
power in the public and in the private sectors

as much as possible;

(6

v

To develop scientific studies, practical and
academic, and to keep up with everything new in

the international universities;

(7

v

To encourage studies and research about Saudi
Arabia and to discover what its total natural
resources are so that as rapidly and as economi—

cally as possible modernization might be realized;

(8 To encourage meaningful education and research.46

v

 

46University of Riyad, The Suggested Five-Year
Plan, trans. by the author (Riyadh, S.A., 1970), pp. 2—3.

 

 

49

To achieve these goals, the university was
organized in a way that will help doing so. The highest
authority is the Supreme Council of the University which
is composed of: (a) the Supreme Head of the University,
who is the Minister of Education; (b) the Rector of the
University; (c) the Vice-Rector; (d) the deans of the
faculties and the directors of institutions incorporated
in the university; (e) two members elected from among the
present or former rectors and professors from universi-
ties outside the Kingdom, or from leaders of thought in
the country.47

The Supreme Council is the authority

. . . responsible for its affairs and for drawing up
and directing the general policy to be adopted by
the University. It is empowered to take what ever
decision it deems necessary for the realization of
the objectives for which the University has been
established.48

The University Council has been set up to execute
policies drawn up by the Supreme Council. It is composed
of: (a) the Rector, who shall be the chairman; (b) the
Deputy-Minister of Education; (c) the Vice-Rector of the

University; (d) the deans of faculties and directors of

institutes incorporated in the University; (e) a professor

 

47University of Riyad, The Statute of the Uni-
versity, 1969, p. 11.

 

481bid., p. 12.

 

50

holding a chair from each faculty or institute; (f) two

members from outside the University.49
The University Council "disposes of all adminis-

trative and financial matters and executes the general

educational policy."50

Every faculty or independent
institute affiliated with the university has its own
council and every department has its own council. These
regional councils are being referred to by the University
Statute as "boards."51
Arabic language is the official language of
instruction, but the University Council has the authority,
in certain cases, to use other languages. The Rector is
responsible for academic administrative and financial
affairs of the University and is in charge of represent-
ing the University before other organizations.52
The University of Riyad does not have a public
relations department up to now (Winter, 1972). It has,
however, a division in the Department of Student Affairs
called "The Cultural Relations." As the Secretary
General of the University put it:
Public relations is not found in the university yet,

but there is a cultural relations which does some
of the job. Its accomplishment, however, may

increase or decrease according to the man who
happens to be in charge.5

 

491bid., p. 17. 5°Ib1d., p. 20.
SlIbid., p. 23. 521bid., p. 9.
53

From a letter sent to the author by Dr. Abdullah
Alwohaibi, Secretary General of the University of Riyad,
August 3, 1970.

51

Mr. Khalid Matter, the Director of Student Affairs,
has indicated the duties of the Cultural Relations division

of his department to be as follows:

(1) To communicate with the other universities inside

and outside the country;
(2) To communicate with government agencies; |

(3

v

To prepare and disseminate pamphlets and reports
about the university and to supervise the uni—

versity publications;

(4) To receive and help the university guests and
visitors either from inside or outside the

country.54

Although this indicates that two functions of
public relations are being carried out by the Cultural
Relations Division, such as numbers three and four, it
is clear that more has to be done to have a fully

functioning public relations department.

The University of King Abdulaziz

As stated before, this university started as a
private institution and was turned over to the govern—
ment's control. As of the date of this research, it has

four faculties with several departments. One of its

 

54From a written answer by Mr. Khalid Matter to
a question by the author about the functions of the
Cultural Relations Division,in Summer, 1972.

52

faculties, the Shari'a College in Mecca, is the second
to open a graduate program leading to the Master's
Degree. This college was under the control of the
Ministry of Education before it was incorporated into
the university. (Table 9 shows enrollment and number of
instructors in this university.)

The university objectives were spelled out as

follows:
(1) To create genuine university education;

(2) To advance scientific progress through con-

ducting and encouraging scientific research;

(3) To develop competent manpower in order to
supply the country with specialized persons in
the branches of knowledge;

(4) To preserve and transmit the Islamic and Arabic

heritage.55

The organization of the university was set up to
achieve these goals. The highest body is the Board of
Trustees which is composed of: (a) representatives of
the University Council; (b) representatives of the

Academic Council of the University; (c) representatives

 

55King Abdulaziz University, Glances at King
Abdulaziz University, trans. from Arabic (Jeddah, 1968),
p. 20.

 

53

TABLE 9.--Instructors and students of King Abdulaziz
University 1971—1972.

 

<k

Teachers Teachers
C01— and Students
leg es Students

Saudis Non-Saudis Total

 

 

(Faculties)
Sharia College 411
33 61 68

College of

Education 675
College of Economics

and Business 225
College of Arts 16 52 94 71
Preparatory Year 446

Total 49 113 162 1,828

 

Source: Letter from the Public Relations Department
at that university dated June 24, 1972.

54

Of the Ministry Of Education; and (d) representatives
from the leading figures in the industry, business,
opinion, and the leading thinkers.56

The Board of Trustees is in charge Of drawing up
the main lines Of the university policies and, among
other things, to appoint the president Of the university
as well as the other main administrative officers.

The University Council is the second in the
administrative echelon. It is in charge Of administer-
ing the university's endowments and finances, appointing
the academic personnel, granting degrees, and other
Operational policies. It is composed Of the university
President, the Vice-President, the secretary general, the
faculties' deans, three Trustee members, a professor from
each faculty, and three elected professors from the

57 The university president is the

Academic Council.
chief executive Of the university and is the person in
charge Of carrying out the university's policies and
programs. In addition, he is the university's represen—
tative before the other institutions and organizations.
The Academic Council is in charge of developing
the curricula, the policies and regulations governing

lectures, research, and laboratory facilities. It is

the duties of this Council tO suggest creating colleges

 

56 57

Ibid., p. 21.

Ibid.

 

 

   

55

or departments and tO coordinate their duties. This

council has the authority in any decision Of academic

type.58

This council is composed Of the university Presi-
dent who presides Over the council, the Vice-President,
the secretary general, the faculties' deans, the depart-
ments' chairmen, the professors with chairs, an assistant
professor from each faculty, and the director of the
library.59

Every faculty (college) has its own council, how-
ever, which is in charge Of carrying out the university's
policies and regulations related tO that faculty. Simi-
larly, every department within a college, has a depart-
mental council.

The King Abdulaziz University is thé leading insti-
tution in establishing a public relations department.

The department Of Public Relations was established in
1967 and was intended to create good impressions among
the public in order to help the university financially
to achieve its goals. Along with that Objective, the
PR department has engaged in various activities such as
receiving the university's visitors, conducting lectures
and seminars for the public, as well as holding formal

receptions for the students and the public.. Along with

 

581bid., p. 22. 59Ibid., p. 24.

 

56

the mentioned activities, the PR department has helped
in setting up exhibits. It also was active in keeping
the university informed about what the press had to say
about the university as well as informing the press about
what was going on in the university.60
The department reports directly to the Secretary
General who is a direct subordinate to the Vice-President.
After the university was turned over to the
government control, a new charter was issued and that
of course affected the organizational order of this uni—
versity. Unfortunately, up to completing this research,
no further information about the new organizational order
was available. A new charter was issued for the Uni—

versity Of Riyad almost at the same time.

 

60From a letter to the author from Dr. Almed Ali,

the Vice-President of the university, dated April 25,
1971.

 

 

 

CHAPTER III

REVIEW OF LITERATURE

Public relations is an emerging function of
modern management, but a major one. There are several
definitions for PR but the typical one is: "Public
relations is a philOSOphy Of management which places the
interests of people first in every decision and action.
It is expressed in policies interpreted to the public to
secure understanding and to Obtain good will."1 Among the
2,000 PR specialists who were recently asked for a defi—
nition Of PR, the following was selected as one Of the
best: "Public relations is the continuing process by
which management endeavors to Obtain the gOOd will and
understanding Of its customers, its employees and the
public at large, inwardly through self-analysis and cor-

rection, outwardly through all means Of expression."2

 

lBertrand Canfield, Public Relations Principles
and Problems (Homewood, Ill.: RiOhard Irwin, Inc., 1954),
p. 9.

 

 

2Ibid.

57

 

58

Sound public relations is a continuous activity
because Of the fact that people cannot improve their
relations with other people in a few days, weeks, or
even few years. "Goodwill, confidence and friendship
require time to mature; respect and influence cannot be
acquired overnight."3 Thus public relations requires
gradual work and steady friendship development.

In the most recent edition Of his book, Canfield
prefers the following definition: "Public relation is a
social philosophy Of management expressed in policies and
practices which are communicated to the public to secure
its understanding and goodwill."4

In education, it is no exaggeration to say that
the largest public, and the most complicated, is the edu—
cational public which is composed of students, teachers,
parents, and the public at large. "The educational public
in America has been growing spectacularly in both influence
and number."5

In the United States, since education is locally
supported, directly or indirectly, a good communication

with the public is essential. The uninformed prejudiced

 

3Ibid., p. 10.

4Bertrand Canfield, Public Relations, Principles,
Cases and Problems (Homewood, 111.: Richard Irwin, Inc.,
1968).

 

 

SCanfield, lst ed., p. 248.

59

and unsympathetic attitudes typifying the public thinking
about education, in general, are dangerous if not cor-
rected immediately. Correct information then is needed
and necessary to correct that image. A new understanding
must be given the public if their outlook is to be
changed.
Don't let the public wonder. Tell them the truth as
you see it and make sure it is the truth as you see
it. . . . Eschew the use Of unsigned statements and
be aware that the shorter they are, the greater the
likelihood that they will be published in full.6
TO show the importance Of public relations in edu—
cation, NEA conducted a study Of the administrative staff
in many large school systems. Of the 198 school systems
included in the study, 60 per cent indicated that they
have one or more full staff public relations men tO
handle the various communication activities necessary
to gain the public understanding. These schools also
indicated that PR is a major function Of the adminis—
. 7
tration.

According to Arthur Rice: "The quality Of edu-

cation public relations and the competency Of its agents

 

6Frances Messner, "Informing the Public," Michigan

Educational Journal, XLIV (May 1, 1967), 29.

7"The School Public Relations Administrator,"
NEA Research Bulletin, XLVI (March, 1968), 29.

60

have increased considerably and the status of the public
relations worker is on a high rung Of the administrative
ladder."8

The goal Of the educational public relations man,
then is to improve the quality Of education and inform
the public about that. Many people's understanding of
what occurs in school is acquired everyday from the boys
and girls who attend. TO make this understanding fav-
orable, PR have to start from the base, the school, the
superintendent's Office, and so on. If the educational
program is not good, no efforts whatever can cover the
truth.

There have to be short-range goals as well as
long-term goals. Short—term goals include correcting
any misunderstanding that may occur suddenly or might
happen as a result Of unpredicted consequences or tO
avoid something unfavorably certain. The long-range PR
program gives the school district tremendous Opportuni-
ties. "It permits exercising initiative. It enables
a school district to provide constructive leadership tO

events--instead Of merely reacting to events."9

 

8Arthur Rice, "Poor PR Put Public Schools on the
Spot," Nations Schools, LXXVI (November, 1965), 14.

 

9Educational Proceeding Series, PR For Quality
Schools (East Lansing: College Of EducatIOn, Michigan
State University, 1962).

 

61

According tO AASA, an organized and well-projected
program for PR in school districts provides the basis
for successful school community initiative in meeting
the educational needs for the community.

Left alone, a patron may form his opinion of the
entire school system as a result Of a single
experience. A parent may think Of one teacher,
one classroom or one school. A citizen who has no
children in school may form his Opinion from his
tax notice, from the appearance of one building
or from one newspaper headline.10
Through good PR leadership a broader base Of understanding
between school and community can be established.

The type Of message to be used can take on several
forms. "School news is frequently the most important
component Of a school community public relations pro-
gram."11 In order to have a systematic effective PR
program one has to know the type and quality Of school
news that American newspapers publish.

Francine Richard gives us some tips on how to
communicate. "To reach the heart Of your public do not
play antics with semantics. Use words tO express not

impress. Use lean tease words rather than intellectual

gobbledygook." Use short words because they are clear and

 

loA.A.S.A. Yearbook, Public Relations for America's
Schools (Washington, D.C.: Government PrintIng Office,

1950), . 127.

11Richard Gorden, "School News in Local Newspaper,"
Journal Of Educational Research, LXI, NO. 9 (1968), 401.

 

62

crisp, good in tone and great in shape to "pivot sentence
around verbs," and use words which add, "color, excite-
ment, warmth, zest and creativity tO the message."12

Unfortunately, now there is a communication gap
between most educational organizations and their public.
The result, at least, is difficulty in passing millages
and tax levies.

School leaders have begun to realize the increas-
ing need for communication between schools and their
public. According to Robert Duncan:

The educational administrator's job description can
be summed up in one word "communicate"! This is
what he must do if he is to inform, influence and
gain the understanding support Of his community

and thus be enabled to provide for progressive and
appropriate education.l

Unfortunately there is no time for the adminis-
trator to tell everyone everything. Thus, comes the need
for setting up subgoals for the department in charge Of
PR. Someone has put it this way,

We shall never have a single answer to the public
relations problems. Good teachers, good adminis—
trators, hard work and common sense are all required.

We must work at a dozen different levels at the same
time. We must maintain good relations.14

 

12Francine Richard, "Creative Communication,"
Illinois Education, LVI (May, 1968), 397.

13Robert Duncan, "Needed Leadership in Communi-

cation," New York State Education, LVI (January, 1969),
19.

 

l4"On These Issues Superintendent Stands or Fails,"
Nation's Schools, LXXV (June, 1965), 29.

63

Thus communication with the public should not

neglect any Of these areas:

1. Human relations

2. Teaching and service performance Of employees

3. Providing information

4. Persuasion

5. Adjustment and response to the community's
wishes, expectations and demands 15

6. Policy formulation for the school district.

Public Relations in Higher
EducatiOn

 

 

American higher education could not escape from
the European tradition of the "ivory tower" Cloistered
halls and intellectual isolationism with respect tO the
practical and political problems Of its environment.
Therefore American educators ranged from supporting to
criticizing the concept Of PR in higher education. Some
scholars, like Abraham Flexner and Thorstein Veblen,
have criticized the attempt tO introduce PR in higher
education. Veblen asserted in the 1910's that schools
were really utilitarian institutions and universities
in name only and therefore they look for publicity to
promote themselves rather than academic promotion.

Flexner in 1930 described the American uni-
versities as service—oriented institutions which Opened
their doors to every vocational vagary, and had adopted

the notion that ideals were "aristocratic" while the

 

15Educational Proceeding Series, pp. cit.

 

inn—H—

 

64

inclusion Of all types Of subject matter was "democratic."
He charged that, "American universities in responding tO
the pressures Of the age catered to 'fleeting, transient,
and immediate demands' which were short-term assets in
terms of public relations, but long—term utilities in
terms Of academic development."l6
Robert Hutchins was one of the critics of this
concept and attacked (in 1930's and 1940's) American
higher education on its willingness to pander any and
every public whim. He defined PR as " . . . a means Of
trying to find out what the prevailing Opinion is before

17 Hutchins'

you act and then acting in accordance with it."
argument is that higher education should mold public
Opinion to support the university's programs and thus
public relations would lead universities down a paved
path to ruin.18
On the other hand, there were some scholars who
defended the public service orientation Of the American

university. Their argument is based on the concept that

a university is not run for its president, its faculty

 

16Jemore Rodnitsky, "Public Relations: The Public
and the University," Journal Of Higher Education, XXXIX
(June, 1968), 336.

 

l7Harold Dodd, The Academic President (New York:
DMSGraw Hill, 1962), p. 202.

 

18Rodnitsky, pp. cit., p. 337.

65

or students, but has also "responsibility to the whole
public that support it." Lotus Coffman, in the 1920's
and 1930's contended that universities taught what the
people wanted. He pledged that if any needs arose for
the public, the universities, especially the state
operated, should respond to them willingly.

Abraham Lincoln was one of the leading defendents
of responding to the public needs. According to him,
molding public sentiment is real leadership. Thus
a college or a university would be on the safe side if it
dealt with the public favorably.

In 1842 Noah Porter, the President Of Yale Uni-
versity, contended that public confidence was essential
to the growth Of universities. Yet these universities
could take the lead to educate the public and gain it to
its side.19 The need for PR in higher education was
looked at as essential.

In an editorial in College Management it is

 

stated that:

Higher education is fast losing public support.
Effective PR is essential to reversing this trend.
It can't be done unless top management is made
aware of the need and also understands what is
involved in professional PR.20

 

lgIbid., p. 338.

20"Information Please," College Management, V

 

(May, 1970), 11.

 

66

Thus a favorable or unfavorable attitude toward
a college or university is the product Of understanding
or misunderstanding of communication.

Shoenfeld contends that many problems are facing
colleges and universities. They can be described as
follows:

The university difficulties are basic in their
origins. There is widespread dissatisfaction with
the caliber Of undergraduate instruction. There is
widespread dissatisfaction with freshmen counseling
and student housing. There is lack Of sympathy with
the university's building policies. There is a
reaction against crowded conditions on the central
campus which has led to a demand for more fully
decentralized educational services. There is a
general feeling that university budget procedures
are not sound. There is a lack Of understanding

Of the role and results of academic research.

There is a nagging suspicion that some professors
are subversives.2

Holms contends that:

Relationships with the public, whether good or
bad, are inescapable for an institution. Neither
the ivory tower Of academic pursuits nor the ivy-
covered walls about a college campus can detach it
from the public which it serves.

It is imperative that frictions be reduced to
a minimum at all points Of contact between a college
and its publics. This is as true Of a small college
with a few hundred students as it is Of a large
university with many thousand enrolled. A spirit
Of friendliness, helpfulness, and service should
characterize the teacher education institution.22

21Clarence Shoenfeld, The Universipy and Its
Public (New York: Harper and Brothers, I954), p.4I.

 

22George Holms, ed., Public Relations for Teacher
Education (New York: AACTE, 1950), p. 7.

 

 

67

NO longer can a college or university succeed
without planned attention to its public. A metropolitan
Community college, for example, cannot be truly compre-
hensive without a public relations program that informs
the public about its functions and its Offerings. A
leading university has tO say its story to its public.
James Warren has cited Erickson, the President of Seattle
Community College in saying: "Seattle Community College
could not long remain a truly comprehensive institution
without the increasing efforts of an experienced and
energetic public relations department."23

Keith Spalding put it this way:

A problem in addition to internal structure,
decision-making, maintenance of integrity, and
agreement on purposes, is the interpretation Of
the institution to the public--or publics. . . .
But it is clear that institutions must be under—
stood and appreciated by their neighbors and those
who support them.24

Thus it seems that higher-education institutions
should get rid of their timidity and develop a forth-
right, accurate institutional image necessary for their

advancement and support.25

 

23James Warren, "Comprehensiveness May Depent on
Public Relations," Junior College Journal, XXLVIII (April,
1968), 25.

 

 

24Perry Smith, Current Issues in Higher Education
(Washington, D.C.: NBA, 1963), p. 64. ‘

25Reymond Gibson, The Challenge Of Leadership in
Higher Education (Dubuque, Iowa: Brown and Co., 1964),
p. 18.

 

r__—

But, What Is Public Relations
in Regard to Colleges and
Universities?

 

David Pullman has indicated that PR is a nickname
for "relationship between the university and its various

publics." Or, "relationships between members of the uni—

"26 Thomas Nickell

27

versity and members of its public.
defines it as "good performance-publicly supported."
Other definitions reflect other viewpoints. Maienkneckt's
definition is: " . . . the sum total Of all impressions
made by the institution itself and the various persons

connected with it."28

Schoenfeld believes that PR, in
the proper sense Of the term, is primarily a matter Of
institutional conduct and only secondarily a matter of
publicity. Thus he contends that improved PR is needed
as never before to continue to merit and receive adequate
support.29 According to Crowford a PR program has three
essential ingredients: (1) Knowledge of the institution

and its publics. This knowledge has to be timely, com-

plete and accurate. (2) Senseful judgement based on the

 

26David Pullman, "Planning the Internal Role,"

College and University Journal, IX (Winter, 1970), 39.
27 . .
Smith, pp. Clt., p. 190.

28Gil Maienkneckt, "Objectives in Public Relations,"
College Public Relations Quarterly, VI (April, 1955),

29Gibson, pp. cit., p. 292.

 

 

 

69

knowledge, of the use of the available alternatives.
(3) Skilled communication which interprets the action
to the publics and sub-publics according to the context
of each public's particular interests and concerns.30
Brandon contends that: "There is a growing
awareness among educational leaders that understanding
is essential in democracy where much depends upon unin—
formed citizens and that such understanding is achieved
partially through a well-conceived program of public
relations and publicity."31
Mills in a study found that
. . . a general increase in the use of public
relations techniques on the part Of institutions
Of higher education, especially since World War II.
The study found that public relations practitioners
and other authorities on the subject indicate that
more and more emphasis is being placed on educational
public relations by administrators than ever before.32
The purposes Of PR in higher education have been
stated differently by different colleges and universities.
The Marquette University has stated it as "to communicate

the university's goals and accomplishments to the public

through its publications, through the mass media and

 

30Rowane Crowford, "A Missed Bit?" Journal of
College Placement, XXVI (February-March, 1966 , 0.

 

31Arthur Brandon, "Public Relations for Higher
Education," College Public Relation Quarterly, VII, No. 2
(1956), 21.

32Joe L. Mills, "The Organization of a University
Relation,Program Designed for East Texas State University
(unpublished M.S. thesis, East Texas State University,
1967).

70

through its many contacts."33

However, Objectives and
purposes Of PR are not static items but dynamic ones
which need to be refined from time to time as a result
Of change in conditions and in institutions themselves.

In a study conducted by Fine by means Of sending
questionnaires to all colleges and university presidents
and publicity directors in the United States, he found
that PR was ranked as extremely important. He also

ranked the following Objectives according to their

importance stated by the respondents:
(1) TO create goodwill for the college;
(2) To interpret the college's place in the community;
(3) To add to the reputation of the college;
(4) TO bring out the advantage Of our own college;
(5) To bring more students;
(6) To raise money for endowments and buildings.34

A newer study conducted by Heath determined that

the most important five Objectives were:
(1) TO build goodwill for the institution;

(2) TO add to the school's reputation so that its

scope Of influence may be broadened;

 

33The Marguet Universipy Magazine, XI, NO. 2
(1970), 20.

 

34Maienknecht, pp. cit., p. 37.

 

71

(3) TO gain public support in order to receive

adequate funds;

(4

v

To draw outstanding students;

(5) To acquaint the public with new educational

trends.35

In his conclusion, Maienknecht has selected the

three first agreed upon Objectives from fifty—two listed

Objectives. These are: (l) tO add to college's repu—
tation, (2) increase financial assistance, and (3) create
goodwill.36 A more recent study showed the following

functions as of importance to colleges and universities:
press relations, fund raising and development, the
central administration, the faculty and its achievements,
community relations, recruitments of new and prospective
students, alumni relations, student activities and achieve-
ments, sports publicity, radio and TV activities.37
Thus, the main functions Of PR in higher education
are to maintain good relations with the public. To make
them understand the institution is one Of the leading
Objectives of PR. To make them support it is another one.
Nickell has described a good PR program as the

matter of telling people their college's immediate

 

35 36

Ibid. Ibid.

37Charles Steinberg, "Public Relations on the
Campus," Journal of Higher Education, XL (March, 1969),
131.

 

72

objectives and how these objectives relate to their
ultimate goals.38

Integrity and relevance were considered by Perry
as the key components of building public confidence.

Our mission for building public confidence and
support for higher education is therefore twofold:
(1) To establish internal relevancy in institutional
organization, administration, governance and our-
riculum development; (2) To develop a total uni-
versity approach for relating more effectively with
all external publics that apply pressure.

Sometimes, PR might be used as remedial rather
than protective although this is the worst. However, in
time of unrest it is beneficial for an institution that
the mass media's coverage of its news be fair. Making
certain the press, in the area of a given educational
institution, understands its position in the case of a
crisis is one of the techniques of the remedial objec—
tive of a PR program.

Steinberg, commenting on what happened in
Berkley and Yale states that:

What was significant about both of these events
was the lack of any coordinated effort either to

inform or to influence public opinion. Although
both universities have sizable public information

 

38Smith, 92. cit., p. 190.

39Benjamin Perry, "An Educator Considers the
Non-Campus," College and University Journal, X (1971), 23.

 

 

73

departments, an acute public relations problem found
no voice which spoke with authority for adminis—
tration, faculty or students.40
Cornell University at the time of the crisis (1969)
opened a "rumor clinic" to supply correct information to
its public.41

Who is the Public of a
University?

 

 

John Dewey has defined the university public as:
"those indirectly and seriously affected for good or for
evil form a group distinctive enough to require recog-
nition and a name. The name selected as The Public."42
There are two kinds of publics, the internal public and
the external public. The internal public is composed of
those who are directly involved in its process; the stu-
dent public, the employee public, and the faculty and
administrative public.

The external public is that composed of all
people who, in one way or another, have any relation to
the university. Taxpayers, parents, legislators, and

the like are among the external public. "Without attempt-

ing to lay down a formula that would apply to all

 

4OSteinberg, op. cit., p. 129.

41Doris Walsh, "No Question Goes Unanswered."
College Management, V (October, 1970), 8.

42Gibson, op. cit., p. 294.

*

74

institutions, it may be stated that the public of an
institution, in general, include all groups affected for
good or for evil by the program of the institution."43

It is important that every segment of the public
receives what it deserves from PR authority. At Cornell
University, Tobin indicates that the Information Office
places equal emphasis on all its publics when accurately
reporting what is going on at Cornell.44 Although these
publics may have similar objectives in their support of
the institution, they must be approached by the PR in
different ways.

To be truly effective a college or university
PR department must look at each public separately but
consider each as having equal importance.

The faculty public is very difficult to deal with.
Steinberg contends that the "emphasis on public relations
in colleges and universities is viewed with suspicion by
the faculty. . . . The majority of faculty members, how-
ever, are wary of publicity, tending to equate it with
press—agentry."45

The strength of a university or a college, in the

final analysis, is the strength of its faculty since it

 

43Ibid., p. 295.

44"Information Please," op. cit., p. 11.

45Steinberg, gp. cit., p. 205.

75

is the quality of mind and effort that gives the real
reason for asking people to help the institution. Public
relations must win the consent and support of the faculty.
According to Candor,

Scholars and teachers have paid too little attention

to their lines of communication with the public.

Some should never attempt to communicate except to

other scholars, and some of their knowledge is too

esoteric to be shared with non-specialists. But the

more academic learning shares itself, the more it

will gain for itself, and a faculty member able to

communicate deserves more respect than colleagues

are apt to pay him. A humanist, for example, who

can translate truth for the public does more for

the cause of the humanities than does the author

of a recondite work designed for specialists.46
Then, and only then, can a coordinated work produce a
good image. But, it seems that there are some obstacles
to the performance of the concept. Dr. Ralph Fuchs,
Secretary of AAUP, stated that "public relations con-
siderations are, in my view, the most serious existing
obstacles to satisfactory internal functioning of col—
leges and universities."47

Other faculty members may look at PR as an admin-

istrative function trying to interfere with their pro-

fessional performance. Edmonds, in his doctoral dis—

sertation, discovered that,

 

46Gibson, op. cit., p. 130.

47Dodd, op. cit., p. 205.

76

. . . for a public relations officer the most dif-
ficult group within the institution of higher learn-
ing is the faculty. A summary of the research and
literature dealing with the area of public relations
and faculty administration relations leads one to
believe that many groups are working at cross pur-
poses in the area of higher education.

This certainly is an administrative problem that
handicaps PR efforts. But, it seems that a good, planned
program for PR must have among its objectives, the intent
to cooperate with the faculty, not to interfere with
their profession. Such coordination is essential in
order to produce a good and correct image of the school.

On the other hand, the relations with students
should be given the importance they deserve. A contented
and wise student can give the institution a great leap
in its reputation. Many scholars think that relations
with students should be a continuing process--beginning
with their college studies and being maintained long
afterwards.

Student opinion should be sought on all matters
that are related to their problems and aspirations.

Wranek puts it this way:

Relations with students must be a continuing process
through college and after. A student daily newspaper
representative served as assistant to the director

of public relations. The student council and the
student judiciary committee handle most students'

 

481bid., p. 130.

77

problems. EXplaining students' problems to the

state has been beneficial. You can't cover u and

keep the papers and the public on your side.4

A dissident student may destroy his institution
by telling that he is not satisfied. The sound of stu-
dents has become louder in recent years.. Such sound“
tells that a lack of communication is existing and some-
thing new must be created to produce full communication.
According to Steinberg, what has happened in the Uni-
versity of California at Berkley and at Yale was the
lack of any coordinated effort to inform or to influence
the public opinion.50
Student consent is very essential in college

public relations. Unsatisfied students can bring count—
less difficulties to the college authorities. Shea has
cited a very interesting event of student's reprisal.
In his words,

we all know about trashing and bombing, for example.

Several weeks ago in the Wall Street Journal stated

that students at a college in Ohio had legally dis-

rupted not only the campus but the entire community.

With precision timing and coordination, they all
Opened their water faucets and flushed their toilets-—

 

and in 20 minutes had drained the town's water supply.51

 

49"Relations with Students," College Public
Relations Quarterly, VII, No. l (1956), 42.

 

 

50Steinberg, op, cit., p. 129.

51James Shea, "Metamorphosis in College PR,"

College and University Journal, X (March, 1971), 5.

78

The relations with the non-academic employees is
not of less importance. These people are performing
functions in the university and to produce more, they
have to be satisfied. If they are not, they will carry
it to the community, or they may produce an internal
conflict within the university. PR can help make them
understand their important role and the importance of
their contributions to the university operation. If
satisfied they will help PR officials in producing a
good image of their institution.

The external public is not of less significance.
No institution can live within a hostile environment.

Like its counterparts in the world of industry,
the university has developed a consciousness of
its image or corporate identity. One consequence
of this attitude is an acute sensitivity to public
opinion.52

In dealing with the external public, it can be
broken into sub-publics such as the alumni, the legis-
lators, and the like. Then, the PR man can deal with
these sub-publics more efficiently. He can also deal
with the external public as a whole through the mass
media. But, most important is that he makes them feel
they are important to his institutions and feel that
they are wanted and their views are valuable. An intel-
ligent approach in dealing with the public requires

careful planning of the project involved, evaluation of

 

SZIbid.

L;

79

attitudes, opinions, motivations, and interests of the
individuals who make up the group. It also requires
careful representation of the program with the assurrance
that more than one individual, or rather that a con-
siderable proportion of the individuals, will make a
positive response.53
An effective communication will be based on the
attitudes and reactions of the public to the institutions
message. John Baird in his article "The Other Side of the
Cain" suggested that an institution needs to analyze
itself as a result of the public's looking at it. Thus
he suggests that instead of communication flowing from
within the institution, the need is more for information
from outside. "Reverse PR will not only enhance the
stature of the public among the pedagogues, but will
build within the off-campus section of the collegiate
family a genuine sense of involvement in the life of
the institution."54
In order to reach his public, the PR director and
his staff can utilize several channels. But, he has to
be careful in his relations with the mass media. Mass

media tend to be suspicious about PR officials. Not

 

53Gibson, op. cit., p. 298.

54John Baird, "The Other Side of the Cain,"
College and Universiterournal, IX (Summer, 1970), 44.

 

80

being entirely honest or open with the press is synonymous
with playing with a two—edged sword. Practically, the
reporters will get the story in one way or another and
they may get it distorted. Thus, PR must be frank and
cooperative with them.

As one reporter put it: "We know about the uni—
versity confrontation at least a month ago. How come the

(officials) never have anything to say beforehand but

55

always have something to say afterwards?" The press

wants facts more than opinions although it may tolerate
some opinion excerpts.

The press might not completely understand many things
about colleges and universities, but it fully under-
stands that schools of higher education . . . use
public money to conduct public business and the
public has a right to know how their business is
being conducted.56

To judge what good the press relations are one may com—
pare the following two cases:

John P. Corr, education editor for the Phila-
delphia Inquirer, says of Temple's news service:
"It's a good operation. Their handouts are readable,
clear and concise. I can call them, ask a question
and get an answer. If they don't know, they will
refer a reporter to a department head or vice-
president who does. Temple's public relations

 

55John Breen, "News Reporting, Is It Fair?"
College Management, IV, No. 12 (1969), 9.

 

56Ibid., p. 11.

81

people impress upon university officials the importance
of being accessible to the media.

As a result, when the big story breaks, Temple
usually gets its side across to the public. It also
receives favorable "feature" treatment because it is
so easy to deal with.

Now the news bureau at the University of Pennsyl-
vania is quite another matter. For some reason, get-
ting a straightforward answer to a straightforward
question is virtually impossible. When Penn appointed
a new president, their news bureau sat on a stack of
releases, biographies, and pictures until an hour
before our deadline. Our assurances that we would
honor the release time and would keep the information
confidential produced no results. "They won't let us,"
was the excuse.

Perhaps that's the reason for the difference
between the two news bureaus. The one at Penn is
staffed by timorous folk who let the university
authorities push them around. Administration, in
other words, tells the "experts" in the news bureau
how to handle relations with the public and the
media. Of course, it should be the other way
around.57

Harte, a publisher, looks upon colleges and uni-
versities,

. . . as the supplier of our manpower needs in certain
areas. While this particular relationship has
improved recently, we simply didn't know anything
about higher education other than it was "good."

When we began to find out that some of the things
going on on the campus weren't "good" we began to
view them with high suspicion.58

Harte also contends that,

. . . in areas not so fortunate as we, it is easy
to be critical of higher education. Many problems
confronting our colleges legitimately lend them-
selves to newspaper headlines. Many persons now
regard the college campus as the breeding ground

 

57"Information Please," op. cit., pp. 12-13.

58Houston Harte, "A Publisher Looks at the Campus,"
College and Universipnyournal, X (March, 1971), 17.

 

82

for action against the national interest. However,

as a newspaper executive who also serves as a regent

of a state university, it behooves me to point out

that these problems are not necessarily unique to

the college campus but are the reflection of society

as a whole.

Needless to say, radio, TV, newspapers,
and magazines are the commonly used channels for com-
municating to the institution's publics. Along with
these channels there are some other means. Personal
contacts is one of these means. The schools own publi-
cations and documents are another channel. This category
is most useful in its design for specific audience. A
third means is the special services and events which
includes cultural programs and other forms of formal and
informal gathering.60
The most widely used and the most widely

read are the mass media. These channels are capable of
carrying the institution's message to the largest
possible public. Except for the printed media, the
electronic media is not fully utilized by the colleges
and universities' information officials. "I suspect
better use would be made of television and radio if
they had their version of clipping service and could

provide us with snips of programs."61

 

59Ibid., p. 18.

60Smith, op. cit., pp. 191-92.

611bid., p. 192.

 

 

83
The Place of PR in Adminis—
._________________________
tration

It seems that PR in order to be effective, has

to be in the upper rank of the administration. According

  
  
   

to Tandler it is imperative that public information
officer should report directly to the president so that
in time of a crisis he can act with a dispatch rather ‘5
than following a long routine before breaking his story.
His place in the upper echelon of administration gives
him more prestige and authority. In a study, Tandler
found that in Florida, nine out of twelve respondents
report directly to the president. In Illinois, four out
of five report to the president. In Michigan, seven out
of eleven full—time report to the president directly.
In general, thirty-one out of thirty-nine full—time
information officers reported to presidents.62

Here the director becomes a high-echelon officer,

advising the president and his colleagues on the

public opinion aspects of policies under consider-

ation as well as how to prepare for and meet cri—

ticism and attacks. He is thus an officer of both

offense and defense. 3

Gibson suggests that PR is a fourth function of

the central administration. "In view of the strategic

demands of this central function, an appropriate title

\

62Mitchell Tandler, "Case for Public Information

Officer," Junior College Journal, XL (February, 1970).

63Dodd, op. cit., p. 206.

 

84

for the person responsible for these functions would be
director or vice-president for public relations and
development."64
Another PR official comments on his place in the
administration rank in saying that: " . . . we are not
in on the decision—making process. We should be, not for
our boundless wisdom, but that we may interpret in per—
spective——not after the fact."65
These may give an idea where a PR department
should be placed. Since it is dealing with sensitive
subjects through sensitive channels and trying to per-
suade an unpredictable public, it should be placed near
the top. Therefore, there will be an access to the
needed information having higher authority and thus
higher possibility to convince. There will be no handi~
capping routine in the case of an emergency for a speedy
dispatch, if the PR man is near the top.
Armour thinks that the PR man is in a confused
situation.
university today were told by someone, take me to
your leader, he would be nonplussed, or even thrown
into a panic. Who is his leader? In the old days,
it would undoubtedly have been the president of the

institution. Now it might be the president, all
right, but the president of the faculty body or

.__________________

4Gibson, op. cit., p. 121.

65"Information Please," op. cit., p. 11.

 

 

 

85

the president of the alumni association or the
president of some campus organization that is
busy demanding what used to be requested and
denied.66

The Problems of PR in Higher
Education

 

Nobody claimed a smooth operation without prob—
lems or obstacles. PR in higher education is no exception.
There are internal problems as well as external ones
facing the PR officials.

Some of the problems may come from within the
administration itself.

Most PR people report a growing awareness among
administrators of the importance of management's
contribution to effective PR. Even the best have
problems-—most often resulting from busy schedules
.of presidents who simply are not available for com-
ment, or from neglect of administrators to keep

PR officials informed of policy decisions.

According to Steinberg: "The average college
public information director faces the same problems that
confront his counterpart in business and industry; he is
a tool of management rather than an integral part of
management function."68

FaCulty members are also suspicious of the PR

officials. According to Dr. Fuchs, the secretary of

 

66Redford Armour, "Take Me to Your Leader," Col-
lege and Universipy Journal, IX (Fall, 1970), 41.

 

67"Information Please," op. cit., p. 11.

68Steinberg, op. cit., p. 134.

 

LIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIE

86

AAUP, "Public relations considerations are, in my view,
the most serious existing obstacle to satisfactory
internal functioning of colleges and universities."

Other noted men have stated that the most serious problem
confronting American colleges and universities is an
oversupply of public relations officials.69

A status problem is facing the PR man; it is the

lack of tenure and consequently less security. "The
activities of the public relations department reflect
the objectives of the central administration and, lack-
ing tenure and authority, there is little the college
public relations man can do about it."70

Another problem is the relations with the mass

media at large. While the PR man tries to create a good
image for his institution, the press man wants the facts
good or bad, and he may get them in one way or another.
Let us consider this dialog:

The press: "We knew about the university con-
frontation at least a month ago. How come the
administration, faculty, regent never have anything
to say beforehand but always have something to say
afterwards?" .

An educator replies: " . . . we do not often
make announcements, nor do we talk with the press
about things that may or may not happen. You have to

wait until something is specific and therefore a
matter of public information."71

 

69Gibson, op, cit., p. 130.

7OSteinberg, op. cit., p. 135.

71Breen, op, cit., p. 9.

87

A. Ciervo, speaking about the press relation with
higher education PR contends that in

. . . interview with educational writers. . . . I
found that their remarks about the campus PR oper-
ations were not always flattering. "Some of the
campus public relation departments are hardly any
help at all," said Barry Kalb, education writer for
the Star. "They are never on top of things, and when
you call you don't get answers."

Peter Milius of the Post said, "What we often
get from PR offices are the most routine forms of
handouts. We get very little help from them in terms
of broader and more serious news about universities."72

According to Flynn:

It is a curious paradox that in the midst of the most
tremendous advance in modes of communication the
world has ever seen, colleges and universities are
falling behind in transmitting information to the
public. The reason is simply that we have not capi—
talized upon the opportunities inherent in the
electronic media. If we are not to fail completely
in the future, staffing must include knowledgeable
people who can and will help solve this public
informational problem. Much of the discontent with
higher education as a necessary function has
developed from institutional inability to communicate
with the masses of citizens. The door is open but

we won't walk through it.73

Developing a coordinated program of PR is a
problem area in higher education.

A public relations program must work out at a

series of assumptions which the institution as an
organization must formulate. Institutional objec-
tives, role and function within the local community,
state and nation, all should play a significant part

 

72Arthur Ciervo, "Personal Contact on a Sustain-
ing Basis Is a Must in Urban Areas," College and University
Journal, IX (Fall, 1970), 31.

 

73Charles Flynn, "If I Were Starting Over Again,"
College and Universipy Journal, IX (Spring, 1970), 14.

 

 

 

88

in formulating the wide range of public relations
programs which will enhance the reputation, elimi-
nate misunderstanding and establish the institution
as an active and resourceful part of the academic
community.74
Most PR departments in colleges and universities
lack clearly defined policy. Good PR program must be
based on a clear statement of policy. David Finn is of
the opinion that,
Clarification of (the institution's) ethical threshold
in public relations is one of the major responsibili-
ties of top management. The top operating executives
(of any institution) have to decide how far they want
to go in influencing the press, government, schools,
public institutions, and the like. If this is left
unspecified, management is failing to come to grips
with the basic question of (the institution's) role
in society.75
The relations with the external public at large
is by no means without problems. Without the careful
analysis of the public's opinion, motivations, preju-
dices and biases, the message may not be capable of gain-
ing the public support. Rumors are the enemy of good PR;
thus an information man has to be alert to this problem

in order to correct it soon.

 

74Eugene Dubuis, “Community College Must Invest
in Public Relation Professional to Improve Faculty Image,"
College and University Journal, X (Spring, 1971), 28.

 

75Otto Lerbinger, "The Struggle for Eihico,"
Information Influence and Communication (New York: Basic
Books, Inc., 1965), p. 46?.

 

 

89

Bacon and Pride think that,

. . . press releases and other services to the
mass media get the lion's share of attention in
college public relations offices, while second
priority usually goes to community relations. Con-
siderable less emphasis is placed on governmental
relations.

Private colleges indicate that less of their
total PR effort is devoted to the mass media than
is the case of universities. They place greater
emphasis on "other" public relations activities,
such as working with alumni, parents and the
church.76

Summary

As the literature reviewed suggests, public
relations, public information, university relations, or
whatever the name might be is an essential function of
the modern management of higher education. The author
is of the opinion that no public relations program no'
matter how well staffed, can make an institution appear
better than what it actually is. But, the better
equipped PR program can provide the first and most
objective news account of events, both pleasant and
unpleasant, of the institution and favorably improve
the public reaction.

Planning in PR serves as a protection against
unpredicted consequences. According to Robbins, it

serves two basic purposes:

 

76A. Bacon and C. Pride, "Trends in Campus

Advancement," Colloge and University Journal, X (March,
1971) I 90

 

 

90

The first is simply to anticipate coming events
and depending on the nature of the events you
foresee——to develop a program either to capitalize
on them or minimize their impact. The second is
largely problem-solving planning in nature, or
reactive programming.

Theoretically, we would not have to do as much
of the second kind if we did a better, more compre—
hensive job of the first. But, in common with most
other theories, that is more idealistic than realis-
tic.

As William McGill, the President of Columbia
University, views it, in talking about the information
executive's relations to the institution's president:

We are different breeds of cats, you and I, but we
are caught up together in American higher education
at a time of almost unparalleled stress and turmoil
affecting American youth. Each of us pursues his
profession in the midst of the dark thread that
runs through our society and each of us knows how
difficult the other's job is. . . . (If) you manage
our public affairs well, we can find those precious
instances of breathing room that Chancellors and
college presidents cherish.78

A good message is the best tool to reach the
public's heart. As Walter Johnson states:

Newspaper releases, radio and television scripts, and
similar communications must be carefully prepared.
The story must be readable, interesting and to the
point. Technical jargon, careless editing, and
messy copy create a very poor impression of the
author and the degree of importance he attaches to
his story.79

 

77H. Zane Robbins, "Do You Need Emergency PR
Plans?" Public Relations Journal, XXVII (September, 1971),
20.

 

78William McGill, "The Courage to Lead," College
and University Journal, IX (Fall, 1970), 37.

 

79Walter Johnson, "The Public Relations Role of
the School Counselor," NASSP Bulletin, XLIV, No. 257
(September, 1960), 62.

 

91

True, if a public relations man does his job well
and if his work is well coordinated with the other
administrative tasks, a good result will prevail. At
this point, it is worth mentioning that good coordination,
at the administrative level, is related to the effective
leadership. The university president bears the primary
responsibility for both the image and the direction of
his institution. The PR man's role is to carry out
these policies to the public within the framework of
the institution's overall objectives.

Nickell expresses it this way:

A good program of public relations is very much a
matter of telling people your school's immediate
objectives and how these objectives relate to your
ultimate goals. A good program of interpretation
communicates the school's sincere pursuit of its
proclaimed objectives.80

A good PR program is the one which is subject to
analysis from time to time. The static program will
exhaust its effectiveness with time. As the environment
itself is not static, it is imperative that PR authori-
ties analyze themselves in terms of timeliness, effective-
ness, and adequacy; what is good today may not be good
tomorrow and what is good tomorrow may not be the day
after.

In the process of self-analysis, several factors

may be affected. Since the image of the institution is

 

80Smith, op. cit., p. 190.

92

the product of what it functions, everybody in the insti-
tution should be aware of his re3ponsibility in carrying
out the message. The faculty, staff, students, and
alumni as well should be active in interpreting the
institution's image for its various publics.

In communicating with its various publics, the
PR activities, especially the publicity, should be
clearly designed to reveal a creative educational pro-

cess at work. In dealing with the public, the PR man

 

is sensitive to and aware of the social values and that
of his institution. He is a student studying and analyz-
ing the new or prevailing concepts because of the fact
that he is obliged to build emotional as well as rational
linkage with his public. He is a listener to the over-
tones and the undertones of the public reaction to his
college or university. He is a reporter not to the
public but to his colleagues about the public's feeling,
about his institution. And, finally, he is interpreter.
He must interpret his institution to the public--
interpret what is going on in his college, whether it

is good or bad. He should, in return, interpret the

public's attitude to his own circles.81

 

81Harold Case, "Higher Education—Public Relations,"
Collegg Public Relations Quarterly, VII, No. l (1956), 14.

h

 

93

McWilliams thinks that revision is necessary for
college PR. In his words:

Regardless of what your organizational structure
might be, if the public relations and development
offices have not been reconstructed within the last
three years, they are probably less effective than
they could be.

 

82Paul McWilliams, "Institutional Development,"
College and University Business, XLVII (November, 1969), 16.

 

CHAPTER IV

METHODOLOGY

It was assumed that public relations is as impor-
tant to an institution of higher education as it is to
business organizations and industry. The literature pre-
sented in Chapter III indicates such importance and gives
some examples of the colleges' and universities' efforts
to inform their publics and gain their consent. The
Western hemisphere institutions are leading in this
respect and it is the writer's belief that the Eastern
institutions should follow the lead.

To find out how effective a public relations pro-
gram is on the university's public, it was hypothesized
that the attitudes and feelings of the public--faculty
members, students, and laymen of the King Abdul Aziz
University--is more favorable than these of the public
of the University of Riyad. This hypothesis was based
on the fact that the former university has a public

relations department while the latter does not have one.

94

 

 

 

95

To determine if the research finding supports
this hypothesis, the researcher undertook an opinion sur-
vey of the "public" of both universities. A questionnaire
Was developed to achieve this purpose. The questionnaire
was sent to Dr. Abdullah Al-Wohaibi, the secretary-
general of the University of Riyad, to administer it

in both universities.

Development of the Questionnaire

 

To develop a questionnaire for the study, the
pertinent literature in the area of social science research
methodology was reviewed. The literature pertinent to
communication was also examined and along with that, the
techniques of questionnaire construction were explored.

The questionnaire was developed to test the

following subscales:

l. The S's awareness of the university as a whole,
its Operation and functions, as well as the
awareness of the university's public relations

programs and activities.

2. The S's contribution by giving moral or material
support to the needs of the univerSity. This
kind of contribution increases or decreases as
a result of understanding or misunderstanding

of the university's goals and functions. The

96

degree of participation of the S's in the uni-
versity's cultural and social activities is

included in the subscale.

3. The S's satisfaction of the university's efforts

to inform and influence the public opinion. ,

To do so, the researcher, with the help of the .
Office of Research Consultation, built and developed
the questionnaire. In the process of building the
instruments, advice was sought from Dr. John Marston,
professor of Journalism, who is considered one of the
authorities in the area of public relations. His advice
was very useful and helpful in developing the instrument.
While he suggested, as one possibility, the semantic dif-
ferential, this technique could not be used because of
the fear that it would produce confusion among Students
and laymen who might not be familiar with such a tech-
nique.

The questionnaire was developed first in English
and then translated into Arabic. To test validity,
the questionnaire was circulated among the eight graduate
assistants in the Office of Research Consultation in
the College of Education. A return of five answers was
received, and the questionnaire was revised on the basis
of their suggestions. Following this, it was given to
ten Saudi graduate students enrolled in Michigan State

University to answer it and comment on it. A return of

_ ,

 

97

all the ten replies was received and again it was revised
on the basis of the suggestions and comments of the Saudi
students. All of this was done under the help and super—
vision of the Office of Research Consultation. Subse-
quently the questionnaire was translated from English
into Arabic.

At this point the researcher had the occasion to
travel to Saudi Arabia and was able to request two of the
Riyad University instructors to read the Arabic version
and comment on it. It was then administered to eight
persons differing in their scholastic status. One of
them did not have formal schooling but knows how to
read and write in Arabic, two were junior high students,
two were senior high school students, two were college
students, and one was a college instructor. This served
as a pretest for the readability and understandability
of the Arabic version of the questionnaire. Mr. Mahmoud
Mashhadi, the director of Public Relations in Petromine,
was helpful in reading the questionnaire and commenting
On it. Finally, the Arabic version was given to Dr.
Fowzi Najjar, professor of social science at Michigan
State University, a member of the author's guidance com-
mittee,who has an excellent background in both Arabic
and English,for his review.

The questionnaire consists of three parts:1

 

1See Appendix A for copies of the questionnaire in
both English and Arabic.

98

l. The first part was intended to test the awareness
of the subjects of the university as a whole.
It was intended to see how the public is informed
about the university's objectives, its activities,
and its operations. It was anticipated that one '
of the main tasks and strategies of a public
relations department is to keep the public
informed about the university, its objectives, .
its contributions to society, and its operations

as a whole.

2. The second part was intended to determine the
willingness of the public to contribute to the
needs of the university, and the public partici-
pation in its extracurricular activities. This
was made on the assumption that the contented
public would contribute more and would be more

active in its participation.

3. The third part was to test the public's satis-
faction with the university's efforts to inform

and influence the public opinion.

Selection of Sample

 

Population

The population of the two universities is com-

posed of its faculty members, students, and the general

 

 

99

public in the cities of Riyadh and Jeddah where the uni-
versities are located. From this population a sample was

drawn.

Samples

The samples consisted of twenty faculty mem—

bers from each university, selected randomly, to

make forty faculty members from the two universities:
twenty students from each university selected randomly
for a total of forty students from both universities;
twenty persons from the general public, selected randomly,
from each city in which the universities are located, to
make forty from both cities.

To test the difference of the public feeling
between the two universities' publics, and to be sure
if it was as a result of public relations efforts,
another technique was employed. That was to ask the
twenty faculty members from each university to read a
folder accumulated from the local newspaper clippings
published in a period of six months from October 1, 1967,
to March 31, 1968, for each of the two universities.*
This period was selected for two reasons: first, because
it was the period immediately preceding the establish-
ment of the department of public relations in the Uni-
versity of King Abdulaziz. Secondly, it was the middle

of the academic year, thus avoiding the critical period

 

* . . ~ . .
These clippings are filed with the author for
any inSpection.

100

which comes at the end of the academic year. In this

latter period, many controversial articles are typically
written about examinations and the examination results.

These articles were mostly unfavorable to the university
and represent a rather limited scope of topics and only

come at this time of the year. The total sample, thus,

was 160 persons to be contacted.

After receiving the data, a slight change was
made in the samples which were to be drawn. That was
because of the fact that the return from the faculty
members who read the clippings was only 20 per cent from
each university. Thus, it was found that it would be
helpful if the graduate assistants from the University
of Riyad and the King Abdulaziz University who are
attending some American universities could be included
to read the clipping folders and then answer the
questionnaire along with the faculty sample. Eleven
graduate assistants from each university studying at
Michigan State University, University of Michigan, and
Utah State University were selected to make a total of
thirty professors and graduate assistants from the two
universities who read the clippings and answered the
questionnaire. This included the eight responses from
faculty members from the two universities. This change

made the total size of the sample amount to 172 subjects.

 

 

101

While substitution of graduate assistants for regular
faculty might raise a question of representativeness,
it should be observed that in terms of age and cultural

outlook they are very similar in the two institutions.

Method of Collecting Data

 

The questionnaire was administered in Riyadh by
Dr. Abdullah Al-Wohaibi, the Secretary-General of the
University of Riyad. In Jeddah, it was administered by
Dr. Ahmed Ali, the Vice-President of the University of
King Abdulaziz. In order to attain at least twenty
replies, the authors requested that more than twenty
subjects be given the questionnaire.

The questionnaire was preceded by three pages of
instructions and definitions of terms to make it easier
for the subjects to understand the instrument as much as
possible.

The subjects received the questionnaire by hand
in both universities and were requested to return their
answers by the same way except in Jeddah where the office
of the vice-president mailed three copies of the question—
naire to some private citizens to answer as laymen.

The return was twenty—two answers from laymen
in the Riyadh area and twenty—three from the Jeddah area.
From these, the questionnaires with the least complete
answers were eliminated and two samples of twenty were

obtained for purposes of analysis.

102

The return from students was twenty from Riyadh
and twenty-one from Jeddah, thus one of the replies from
Jeddah was excluded.

The instructors of both universities responded
except in the "after reading" where the change was intro-
duced. Twenty from each university provided a total of

forty from the two universities.

As mentioned before, the return from instructors,
after reading the clippings was very small. Only four
from each university replied. Thus, the change mentioned
above was made to include the eleven graduate assistants
from each university to read and answer the instrument
after reading the clippings. Those same graduate assis-
tants were asked to answer the questionnaire twice; once
before reading the newspaper clippings and once after
reading them. The return of these graduate assistants
'was 100 per cent in both cases, before and after reading.

After the adjustment in the sample, the total
return amounted to 172 answers or 100 per cent after

excluding the extra replies from laymen and students.

For further information in regard to the two uni-
versities' efforts in the area of public relations, the
author sent seven questions (Appendix C) to be answered
by five reporters in Riyadh and five others in Jeddah.
These questions were intended to ascertain the journalists'
feelings in regard to the universities' cooperation with

the press. It was also intended to determine whether they

103

feel the universities try to repress or hide some kinds

of news from the public. A third objective of these
questions was to ascertain the importance these journalists
place on the public relations department as a necessary

part of a university.

Treatment of Data

 

Responses to the questionnaires were analyzed and
punched on cards, one card for each subject, for use in
the computer. The analysis of variance (ANOVA) was
employed to measure the consistency between the various
segments of the sample, the interaction between the two
universities with the type of sample, with the subscales.
Significance level was set at .05.

The results were expected to answer the following

null hypotheses, stated previously in Chapter I.

Hypothesis I:

There will be no difference between the two uni—
versities as a result of public relations activities.

Hypothesis II:

There will be no interaction of the universities
with the type of person.

Hypothesis III:
There will be no interaction of the universities

with the subscales.

Hypothesis Iv:

There will be no interaction of universities, type
of person, and subscales.

104

Summary

In this chapter, the design and procedures for the
study were described. Two Saudi Arabian universities
were studied in regard to their efforts to inform and
influence the public opinion. Twenty faculty members,
twenty students, and twenty laymen were chosen from each
university. Another twenty faculty members, from each
university, were to answer the same questionnaire after
reading a folder built for the same university they belong
to. That folder contains newspaper clippings to see if
there were any differences between the university's
efforts in the area of public relations at the time of
the study and the time when these clippings were pub-
lished.

A change was made when the author received only
four answers from each university "after reading."

Eleven graduate assistants from each university were
Chosen to answer the questionnaire first, read the
clippings and then answer the same instrument. This
change raised the sample to 172 instead of the original
160.

The questionnaire was developed by the investigator
with the assistance of the Office of Research Consul-
tation in English and was translated into Arabic by the
author. It was administered by Dr. Aduallah Al Wohaibi

in Riyadh and by Dr. Ahmid Ali in Jeddah.

105

Analysis of variance was used to see the dif-
ference between the two universities. The level of sig-
nificance was set at .05 to exclude the chance from the
answers; to be sure that the differences are the result
of factors other than chance.

In Chapter V, the results of the statistical
analysis of the data will be given with no interpretation

of these results.

CHAPTER V

PRESENTATION OF THE DATA

In this chapter the data collected from the
questionnaires, answered by faculty members, students,
and laymen of both the University of Riyad and the Uni-
versity of King Abdulaziz are presented. Analysis was
done by way of three separate Analyses of Variance-—one
for each sub-scale. The combined opinions expressed by
the study sample and the four hypotheses are tested.
Tables for the means of each group in each university are
presented, followed by tables of Analysis of Variance.
Graphs of the interaction between the two universities
in the three sub—scales-—awareness, satisfaction and
participation-—are presented (as defined in Chapter

IV).

Analysis of Data
The data from the eight groups of the sample,
provides the basis for determining if there are differences
between the University of Riyad and the University of

King Abdulaziz's efforts in the area of public relations

106

 

107

and information. These data were accumulated and tested

on the basis of four null hypotheses.

The Hypothesis Test

 

The four hypotheses to be tested were:

Hypothesis I:

 

There will be no difference between the two uni-
versities as a whole in terms of public relations
efforts.

 

Hypothesis II:

 

There will be no difference between the groups in
both universities.

Hypothesis III:

 

There will be no interaction between the two uni-
versities and sub-scales.

Hypothesis IV:

 

There will be no interaction among universities,
groups of people, and sub-scales.

Thus, Hypothesis I, predicted that there would be
no difference between the two universities in terms of
their efforts to inform and persuade the public opinion.
On the basis of the test of the three sub—scales, the
results showed that the level of significance was .22 for

awareness, the first sub-scale did not meet the level

 

.05 which was set up as satisfactory.

108

For the second sub-scale, participation, the
test showed the level of significance as .91 which did
not meet the level of .05.

On the third sub-scale, satisfaction, the test
showed the level at .63 which was far from meeting the
level of significance predicted previously at .05. Thus
Hypothesis I could not be rejected by the data. Table 10
shows the univariate analysis of variance on the three
sub—scales used to determine the public's attitude toward

the two universities.

TABLE 10.--Difference between two universities.

 

M.S. D.F. F
Sub-scales P

Mean Degree of Test

Square Freedom Statistic

 

 

1. Awareness 82.3314 1 1.4932 < .2235
2. Participation 0.5814 1 0.0129 < .9099
3. Satisfaction 2.5640 1 0.2302 < .6321

 

Hypothesis II predicted that there would be no
difference between the groups; faculty members, students,

and laymen in the two universities.

Hypothesis II:

 

There will be no difference between groups of people

in the two universities.
Table 11 showed the univariate analysis of var-
iance for the groups in three sub-scales. On awareness,

the test showed the level of significance at .5312 which

109

did not meet the level .05 set up previously as the
satisfactory level of significance. On the second sub—
scale, participation, the test showed that level at .0001,
significant at level .05. On satisfaction, the test showed

the level as .0031 which is much less than and significant

at the level of .05.

TABLE ll.—-Difference between the groups of people in the
two universities measured by the three sub-scales.

 

M.S. D.F. F

Sub-scales P
Mean Degree of Test
Square Freedom Statistic

 

 

1. Awareness 40.6599 3 0.7374 < .5312
2. Participation 367.0779 3 8.1156 < .0001a
3. Satisfaction 53.7021 3 4.8219 < .0031a

 

aSignificant at < .05.

Hypothesis II was rejected indicating that the
groups in the sample differ in their attitude toward the
universities under study, i.e. the public of the University
of Riyad differ in their attitude toward their university
from those of the University of King Abdulaziz.

Hypothesis III predicted that there would be no

interaction of the universities with sub-scales.

Hypothesis III:

 

There will be no interaction of the two universities
with the sub-scales.

110

As Table 10 shows, there was no significant dif-
ference between the two universities on any of the sub-
scales. On the sub-scale, awareness, the test showed the
probability at .2235 which did not meet the satisfactory
level of significance of .05 set up for the study. On the
sub-scale, participation, the tests showed the probability
at .9099 which also did not meet the level .05. On the
third sub-scale, satisfaction, the test showed the proba-
bility at .6321 which also did not meet the satisfactory
level of significance.

Therefore, there was no interaction between the
two universities and the three sub-scales. Thus,

Hypothesis III could not be rejected.
Hypothesis IV predicted that there would be no

interaction of universities with types of persons and

sub-scales.

Hypothesis IV:

 

There will be no interaction of the universities,
groups of peOple and sub-scales.
The test showed that there were no major differences
between the two universities. As Table 10 indicated,

there was no significant difference between the two

universities as a whole in the three sub-scales. But, as
Table 11 showed, there is a significant difference between
groups in the two universities in two sub-scales, partici-
pation and satisfaction, but not significant in the sub-

scale awareness.

lll

Figures 1, 2, and 3 have been presented to illus-
trate graphically the interaction among the two universi—
ties with the groups of people. Figure 1 illustrates the
interaction between the groups of people in the two uni—
versities in the sub—scale, awareness. Figure 2 illus—
trates the interaction among the groups of people in the
two universities in the sub-scale, participation. Figure 3
illustrates the interaction among the groups in the two
universities in the sub-scale, satisfaction.

Thus, Hypothesis IV is being rejected, indicating
that there is an interaction between the two universities'
types of people and sub-scales. Table 12 shows the cell
means of the groups in the two universities in the sub-
scales, awareness and participation. Table 14 shows the
cell means of the groups in the two universities for the
sub-scale, satisfaction.

Overall, the statistical test failed to reject
the first and the third hypothesis. However, the remain-
ing two hypotheses, the second and the fourth, were
rejected. (See Tables 15, 16, and 17 for the analysis of
variance of the three-sub-scales.)

As a part of the study, instructors had to answer
the instrument twice—-once before reading the newspaper
clipping to measure their actual attitude toward their

universities. Fifteen of the thirty—one instructors

112

 

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114

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IQSm map as wamomm mo mmdouo .mmfipfimuw>fias 03¢ wzu mo cowuomumuqul.m wusmfim

 

 

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machozmhwé machonmhwz mkzwoakm zm2><4
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115

TABLE 12.--Cell means for groups in the two universities
for the sub—scale, awareness.

 

Laymen Students Instructors Instructors

 

"before" "after"
University
of Riyad 29.9 36.15 35.48 37.13
University of
King Abdulaziz 35.5 30.80 33.65 32.67 .

 

TABLE l3.—-Ce11 means for groups in the two universities
for sub-scale, participation.

 

Laymen Students Instructors Instructors

 

"before" "after"
University
of Riyad 26.20 30.70 33.52 34.93
University of
King Abdulaziz 28.85 30.35 31.68 35.00

 

TABLE 14.—-Cell means for groups in the two universities
for the sub-scale, satisfaction.

 

Laymen Students Instructors Instructors

 

"before" "after"
University
of Riyad 22.70 21.60 21.48 21.73
University of
King Abdulaziz 22.50 21.40 19.77 24.40

 

TABLE 15.--Analysis of

116

Variance in sub-scale,

awareness .

 

 

Source of Mean

Variance Square DF F P
1. Universities 82.3314 1 1.4932 < .2235
2. Groups of People 40.6599 3 0.7374 < .5312
3. Interaction 234.8434 3 4.3500 < .0057a

 

aSignificant at P < .05.

TABLE l6.——Analysis of Variance in sub-scale, participation.

 

 

 

 

 

Source of Mean DF F P

Variance Square
1. Universities 0.5814 1 .0129 < .9099
2. Groups of people 367.0729 3 8.1156 < .0001a
3. Interaction 41.1017 3 .9087 < .4383

aSignificant at < .05.
TABLE l7.--Ana1ysis of Variance in the sub—scale, satis-
faction.

Source of Mean

Variance Square DF F P
1. Universities 2.5640 1 .2302 < .6321
2. Groups of People 53.7021 3 4.8219 < .0031a
3. Interaction 32.2919 3 2.8995 < .0368a

 

aSignificant at < .05.

117

had to answer the same instrument to see if the dif-
ference between the universities was not a product of
some factors other than the university's efforts aimed
at influencing the public opinion in favor of the uni-
versity.

The analysis of variance showed that there was
no significant difference between the instructors' means
"before" and "after" in the sub-scale, awareness. As in
Table 11, the means for instructors in the University of
Riyad "before" and "after" are different, but that dif—
ference was not significant. The means of instructors
in the University of King Abdulaziz "before" and "after"
are different and are larger than that of the University
of Riyad.

In the other two sub-scales, participation and
satisfaction showed some significant differences in the
instructors' means in the University of King Abdulaziz.
Table 13 exhibits the means for the groups in the two
universities in the sub-scale, participation. The
means for instructors in the University of Riyad do
not differ significantly between instructors "before"
and "after." In the University of King Abdulaziz,
however, comparing the means of instructors "before"
and "after" established a significant difference between

them.

in.

118

In the sub-scale, satisfaction, the means for
instructors "before" and "after" in the University of
Riyad do not have significant differences (Table 14).
But the means for instructors "before" and "after" in
the University of King Abdulaziz showed a significant

difference.

Itemization of Data

 

In the preceding section of this chapter no
attempt was made to interpret the results. It was
devoted to the overall weight of statistical analysis
of the data only. This section, however, is devoted
to the itemization of some selected items in the study.

The questionnaire is composed of fifty-eight
items, of which thirty—five were responded to either by
"Yes" or "No." These thirty—five items are summarized
in Tables 18, 19, and 20. Table 18 summarizes the
responses of the laymen in the two universities.

Table 19 summarizes the responses of students in both
universities. Table 20 summarizes the responses of
instructors in both universities. Some selected

items are discussed here because of their importance

to the public relations activities in both universities

but no interpretation is given at this point.

119

TABLE 18.--Percentage summary of the laymen responses to the thirty-five items designed

to be answered by "yes" or "no."

 

 

- ”gm

 

 

 

 

Laymen
No. Item University 1a University 2b
Yes No N.R. C Yes No .R.
\ t t 9 \ t
1. DO we need this university? 100 O 0 95 O 5
2. The university officials' cooperation 65 30 5 7O 25 5
6. Having an idea about the university's objectives 25 75 0 7O 30 0
7. If yes, is it because of PR? 0 45 55 45 25 3O
8. Are the university's facilities Opened to the
public? 35 65 O 70 25 5
9. Satisfaction with university relations with
teachers 45 20 35 50 15 35
10. Satisfaction with university's relations with
students 25 55 20 55 15 30
11. Satisfaction with the university's relations
with the public 25 55 20 65 35 o
12. Is public relations necessary? 100 0 0 85 0 15
13. Finding news about the university in the media 80 4 O 85 15 0
14. If yes, are these news enough? 10 70 20 5 75 20
18. Is there a PR department in this university? 0 100 0 75 25 O
19. Suggesting other means for better relations
with the public 45 45 10 35 50 15
21. The interrelations of the officials in the
university 10 50 4O 20 55 25
22. Have you ever felt strange in the university? 50 3O 20 3O 40 30
24. Willingness to give personal support 85 10 5 80 15 l
25. Willingness to help in teaching 55 4O 5 65 25 10
26. Is the university budget enough? 35 65 0 40 6O 0
27. Willingness to give money 75 15 10 80 15 5
28. Restriction of donations 20 80 O 10 65 25
29. Should the university population help? 55 80 10 60 4O 0
31. Willingness to help in research 75 25 0 80 15 5
32. Have you done this before? 0 75 25 10 65 25
33. Willingness to sell tickets without pay 65 35 60 40 0
i4. Volunteer work in certain facilities 50 45 5 7O 30 O
35. Awareness of the university extra—curricular
activities 30 7O 0 50 50 0
40. Why this university was opened here? 45 55 O 60 35 5
43. Teaching is the sole university function 15 80 5 30 60 10
46. The quantity of social activities 5 95 0 10 70 20
47. The quality of social activities 10 85 S 20 60 2O
49. Meeting difficulties in dealing with the
university officials 10 65 25 20 65 15
51. The university encourages its people to interact
with the public 0 7O 30 60 3O 10
54. Getting special help from the university
officials 0 7O 30 0 95 5
55. Willingness of the university official to
help the public 45 55 O 80 15 S
58. The university openness to suggestions from
the public 15 60 25 75 20 5

 

8University of Riyad.

b . .
University of King Abdulaziz.

C .
NO response.

 

120

TABLI 19.--Percentage summary of the students' responses to the thirty-five items designed
to be answered by "yes" or "no."

 

 

 

 

Students
5 - b
No. Item University 1 Universxty 2
Yes No N.R. C Yes No N.R.c
Q \ \ \ 5 Q
1. Do we need this university? 9O 10 O 100 O 0
2. The university officials‘ cooperation 35 60 5 75 20 5
6. Having an idea about the university's objectives 60 4° 0 70 25 5
7. If yes, is it because of PR? 10 50 40 20 50 30
8. Are the university's facilities opened to the
public? 30 70 0 55 4O 5
9. Satisfaction with university relations with
teachers 55 30 15 60 15 25
10. Satisfaction with university's relations with
students 40 50 lo 60 25 15
ll. Satisfaction with the university's relations
w public 30 65 5 45 30 25
12. Is public relations necessary? 90 0 10 80 0 lo
'13. Finding news about the university in the media 85 15 0 80 5 5
14. If yes, are these news enough? 10 65 25 25 60 15
18. Is there a PR department in this university? 5 95 0 50 40 10
19. Suggesting other means for better relations
the public 75 25 O 35 40 25
21. The interrelations of the officials in the
universit 30 50 20 15 80 5
22. Have you ever felt strange in the university? 65 30 5 60 35 5
24. Willingness to give personal support 90 10 0 85 10 5
25. Willingness to help in teaching 50 40 10 55 35 10
26. Is the university budget enough? 45 45 10 60 35 5
27. Willingness to give money 75 20 5 65 35 0
28. Restriction of donations 40 40 20 20 45 35
29. Should the university population help? 45 SS 0 85 l5 0
31. Willingness to help in research 55 45 0 60 40 O
32. Have you done this before? 5 60 35 2O 35 - 45
33. Willingness to sell tickets without pay 85 15 0 65 30 l
34. Volunteer work in certain facilities 60 40 0 55 35 10
35. Awareness of the university extra—curricular
activities 65 35 O 85 15 0
40. Why this university was opened here? 70 25 5 9O 5 5
43. Teaching is the sole university function 35 65 O 30 70 0
46. The quantity of social activities 30 65 5 20 80 O
47. The quality of social activities 20 80 0 30 65 5
49. Meeting difficulties in dealing with the
university officials 50 4O 10 45 55 0
51. The university encourages its people to interact
with the public 30 55 15 55 3O 15
54. Getting special help from the university
officials 25 75 O 15 75 10
55. Willingness of the university official to
help the public 35 55 10 70 30 O
58. The university openness to suggestions from
the public 40 55 5 75 25 0

 

.University of Riyad. bUniversity of King Abdulaziz. cNo response.

 

121

TABLE 20.--Percentage summary of the instructors‘ responsesno to the thirty- five items designed
to be answe ered by “yes" or

 

 

 

 

 

Instructors
No. Item University 1. University 2b
Yes No N.R.c Yes No N.R. C
\ \ 8 \ I Q
1. Do we need this university? 100 0 0 100 O 0
2. The university officials‘ cooperation 58 38.7 3.2 84.9 6.4 3.2
6. Having an idea about the university's objectives 74.2 22.5 3.2 67.7 32.3 0
7. If yes, is it because of PR? 0 67.7 32.3 51.6 12.9 35.5
8. Are the university's facilities Opened to the
public? 35.5 61.3 3.2 64.5 29 6.4
9. Satisfaction with university relations with
teachers 45.2 51.6 3.2 77.4 9.7 12.9
10. Satisfaction with university‘s relations with
students 29 71 0 70 9 22.5 5 4
11. satisfaction with the university's relations
with the public 35.5 61.3 3 2 61.3 29 9.7
12. Is public relations necessary? 96.8 0 3.2 100 0 0
13. Finding news about the university in the media 77.4 22.6 0 93 5 6 4 0
l4. If yes, are these news enough? 16.2 61.3 22.5 22.5 67.8 9.7
18. Is there a PR department in this university? 6.4 87.2 6.4 87.1 12.9 0
l9. Suggesting other means for better relations
ith the public 61.3 29 9.7 54.8 25.8 19.4
21. The interrelations of the officials in the
unive rsti ty 29 64.5 6 4 3.2 90 4 6.4
22. Have you ever felt strange in the university? 38.8 5.8 3 2 6.4 84 9 9.7
24. Willingness to give personal support 80.7 16.3 0 100 0 0
25. Willingness to help in teaching 80.7 16.3 0 100 0 0
26. Is the university budget enough? 51.7 45.1 3 2 57.6 41 9 5.5
27. Willingness to give money 51.3 38.7 0 74.2 16 9.7
28. Restriction of donations 35.5 25.8 38.7 38.7 38.7 22.6
29. Should the university population help? 54.8 45.2 0 48.4 41.9 9.7
31. Willingness to help in research 58 38.8 3.2 96.8 3.2 0
32. Have you done this before? 9.7 48.4 38.7 100 0 O
33. Willingness to sell tickets without pay 41.9 58.1 0 61.3 29 9.7
34. Volunteer work in certain facilities 77.4 22.6 0 70.9 25.8 3.2
35. Awareness of the university extra-curricular
activities 96.8 3.2 0 90.3 9.7
40. Why this university was opened here? 84.9 9.7 6.4 80.7 12.9 6.4
43. Teaching is the sole university function 12.9 87.1 0 6.4 87.1
46. The quantity of social activities 16.1 84 O 22.6 71 .
‘7. The quality of social activities 12.9 87.1 0 38 7 54 8
‘9. Meeting difficultiesl in dealing with the
university offic 32.2 64.6 3.2 25.8 67.7 6.4
51. The university encourages its people to
interact with the public 32.2 54.8 12 80.7 12.9 6.4
54. Getting special help from the university
offi asl 16.1 80.7 3.2 29.1 64.5 6.4
55. Willingness of the university official to
help the public 54.8 41.9 3.2 90.3 6.4 3.2
58 . The university openness to suggestions from
the public 41.9 51.6 6.4 90.3 3.2 6.4
.University of Riyad. bUniversity of King Abdulaziz. No response.

 

_*——

 

122

The remaining twenty—three items were designed
to be answered either by multiple choice or by open-
ended responses. Most of these items are discussed
later in this chapter after discussing the following

selected items from the itemized ones.

Observations and Discussion of
Selected Items

 

One of the major strategies of a public relations

 

department in a college or university is to explain to
the public the main objectives of the institution. Thus,
one question was:

Item 6. Do you have an idea about the university's
objectives?

Seventy—five per cent of laymen in the University
of Riyad responded "no" and 25 per cent responded "yes."
In the University of King Abdulaziz, 70 per cent of the
laymen responded "yes" and 30 per cent responded "no"
(Table 18).

Among the students, 40 per cent of the students
in the University of Riyad responded "yes" and 60 per
cent responded "no." In the University of King Abdulaziz,
70 per cent of the students responded “yes" and 30 per

cent responded "no" (Table 19). Among instructors,

74.2 per cent in the University of Riyad responded "yes";

25.8 per cent responded "no." In the University of King

123

Abdulaziz, 67.7 per cent responded "yes" and 32.3 per
cent responded "no" (Table 20).
The next question was:

Item 7. If the answer is yes, did you get that idea
as a result of the activities of the public
relations department?

None of the twenty laymen in the University of
Riyad area responded "yes." In the University of King
Abdulaziz, 45 per cent of the laymen responded "yes" and
25 per cent responded "no," with 30 per cent who did not
respond (Table 18). Among students, only 10 per cent
in the University of Riyad answered "yes," 50 per cent
responded "no" and 40 per cent did not answer. In the
University of King Abdulaziz, 20 per cent answered "yes,"

50 per cent answered "no," and 30 per cent did not

reSpond (Table 19).

Among instructors, 67.7 per cent of the instruc-
tors in the University of Riyad responded "no," 32.3 per
cent did not respond. In the University of King Abdula-
ziz, 51.6 per cent responded "yes," 12.9 per cent
responded "no," and 35.5 per cent did not respond to
this question (Table 20).

A third item concerned the necessity of public
relations to universities:

Item 12. Do you think that public relations activi-

ties are necessary to explain the uni-
versity's objectives to the public?

124

All of the laymen in the University of Riyad
responded "yes." Eighty-five per cent of the laymen of
the University of King Abdulaziz area responded "yes"
and 15 per cent did not reSpond (Table 18).

Among students, 90 per cent of the students in
the University of Riyad responded "yes" and 10 per cent
did not respond. The King Abdulaziz University students

responded as 90 per cent “yes" and 10 per cent did not

 

respond (Table 19).

Among instructors, 96.7 per cent of the
instructors in the University of Riyad responded "yes"
and 3.3 per cent did not respond. In the King Abdulaziz
University, all instructors responded "yes" (Table 20).

Another item deals with the attitudes of the
public toward the universities' administrators and
employees.

Item 58. Do you feel that the university's admin-
istration is open to suggestions from its
instructors, employees, students, and the
general public?

Fifteen per cent of the laymen in the University
<3f Riyad responded "yes," 60 per cent responded "no,"
(and 25 per cent did not respond. In the University of
IKing Abdulaziz, 75 per cent of the laymen responded
"yes," 20 per cent responded "no," and 5 per cent did
:not respond (Table 18).

Among students, 40 per cent in the University of

Riyad responded "yes," 55 per cent responded "no," and

 

 

125

5 per cent did not respond. Of the University of King
Abdulaziz students, 75 per cent responded "yes" and
25 per cent responded "no" (Table 19).

Among instructors, 41.9 per cent in the University
of Riyad responded "yes," 54.8 per cent responded "no"
and one did not respond. Ninety and three-tenths per
cent of the instructors at the University of King
Abdulaziz responded "yes," 3.2 per cent reSponded "no,"
and 6.4 per cent did not re3pond (Table 20).
Multiple Choice and gpen-Ended

Items Which Could Not Be
Summarised

Since these items could not be summarized in
tables because of their nature as combinations of mul-
tiple choice or free responses, most of them are to be
presented in tables on the following pages with some

discussion of the individual items.

Item 3.--Was a free response and was considered
‘a.part of the previous item. It was intended to give
”the subjects the chance to express themselves in regard
'to their university's cooperation with the public
(Table 21).

The responses to this question are tied with
‘the subjects' belief that the university dogs cooperate
Vvith the public. Laymen, students, and instructors in

‘the University of King Abdulaziz believe that their

126

TABLE 21.--Summary of the responses of the groups of peoPle in the
two universities in regard to the cooperation with the
public.

 

University 1a University 2b

 

Item 3
LC sd Te LC 5d Te

 

(a) The university encourages the
public to use its facilities,
helps them and tries to
attract them. 6-4 15 10

(b) Cooperation with the public is
essential thus the university
is doing fine. 5 9-7 10

(c) The university administrators
are Opened to every sugges—
tion even though it does not
go with their line of
thinking. 10 10

(d) I could feel this cooperation
through interacting with them. 6-4 15 9-7

(e) The university is a scientfi-
cally and culturally oriented
institution, thus it should
take the lead in cooperation. 20 5 15

(f) The university is not sepa-
rated from the public, thus
it should cooperate. 10 10 15 9.7

(g) I could feel it from the public
appraisal of the university. 5 6-4 10 12.9

(h) The university officials are
active in trying to attract
the public's attention to
the university through the
local media and through

public lectures. 3.2 5 5 16.1

(i) By rendering service to the
public, 10 6.4 15 5 22.5

aUniversity of Riyad. bUniversity of King Abdulaziz.

c
Laymen. dStudents. eTeachers.

 

127

university cooperates with the public more than those
of the University of Riyad. Seventy-five per cent of
the laymen in the University of King Abdulaziz believe
their university cooperates, while only 35 per cent of
the laymen in the University of Riyad believe so.
Sixty-five per cent of the University of King Abdulaziz
students believe their university is c00perative with
the public,while only 30 per cent in the University of
Riyad believe so.

Among instructors, 79.9per cent of the University
of King Abdulaziz believe their university is cooperative
with the public while only 37.5 per cent of the University

of Riyad believe so.

Item 4.--Was a free response to item two and
was intended to give the subjects the chance to express
themselves if they believe their university is 22E cooper-
ative with the public. Table 22 summarizes these
responses which are presented in percentage form.

This item is correlated with the previous item,
thus it was anticipated that the subjects who did not
respond to item 3 should respond to this one. But, not
all of those who did not respond to the previous one
responded to this. Only 15 per cent of the laymen in
the University of Riyad indicated that their university
is not cooperative with the public while 20 per cent of

the laymen in the University of King Abdulaziz believe so.

128

TABLE 22.-~Summary of the responses of the groups in the two univer-
sities, their opinion in regard to their universities not
cooperating with the public.

 

Item 4

University 1a

University 2b

 

Te
%

 

(a)

(b)

(C)

(d)

(e)

(f)

They do not pay much attention
to the public.

The officials believe that the
university shall not come
down to the public's level.

There is a lack of communica-
tion channels between the
university and its public.

There is no cooperation within
the university itself, thus
no hOpe for cooperation with
the public.

There might be some activities
Open to the public, but who
knows about it?

I cannot feel such cooperation.

Did not reSpond

10

10

20

10

85 45

6.4 5

61.4 80 80

3.2

87.2

 

aUniversity of Riyad.

CLaymen.

dStudents.

eTeachers.

bUniversity of King Abdulaziz.

129

Fifty-five per cent of the University of Riyad students
believe that their university does not cooperate with
the public while only 20 per cent in the University of
King Abdulaziz believe so.

Among instructors, 38.1 per cent of the University
of Riyad instructors believe their university_does notfl
cooperate With the public while only 12.8 per cent of the

UniverSity of King Abdulaziz instructors believe so.

Item 5.--Was intended to rate the universities'
relation with the public (Table 23).

Five per cent of the laymen in the University of
Riyad area believe that their university has a very good
relations with the public, while 40 per cent of those
in the University of King Abdulaziz believe so. However,
only 5 per cent of the laymen in the University of Riyad
area reported the University has bad relations with the
public while 10 per cent of those of the University of
King Abdulaziz believe so.

Among students, 40 per cent at the University of
Riyad reported that the university has good relations,
while 85 per cent of the University of King Abdulaziz
students reported so. Fifty per cent of the students
in the University of Riyad reported that they believe

that their university does not pay attention to its

 

relations with the public while only 15 per cent of the

University of King Abdulaziz students believe so.

 

130

TABLE 23.--The groups of peoples rating of the universities relations
with the public.

 

University la University 2b

 

 

Item 5
LC sd Te no sd Te
% % % % % %
(a) Very good relations 5 5 19.3 40 32.3
(b) Good relations 65 40 45.21 35 85 58
(c) Neutral "do not care" 25 50 35.5 15 15 9.7
(d) Bad relations 5 O O 10 0 0
(e) Very bad relations 0 O 0 O O 0
Did not respond 0 5 O O O O

 

aUniversity of Riyad.

CLaymen. dStudents.

bUniversity of King Abdulaziz.

e
Teachers.

131

Among instructors, 45.2 per cent of the University
of Riyad instructors reported that their university
relations with the public is good, while 58 per cent
of those in the University of King Abdulaziz reported so.
However, only 19.3 per cent of the University of Riyad
instructors reported that they believe their university
has very good relations with the public. In the Uni-
versity of King Abdulaziz, 32.3 per cent of the instructors
reported their university has very good relations with
its public. None in the two universities reported bad

or very bad relations.

Item 15.--Was intended to see which of the mass
media was or were utilized more by the two universities
in their efforts to inform the public (Table 24).

Newspapers were picked by the groups in the two
universities as the medium in which they most frequently
find news about the universities. Seventy-five per cent
of the laymen in each university indicated newspapers.
Fifty per cent of the University of Riyad students and
60 per cent of the King Abdulaziz students indicated
that they read about the Universities in the newspaper.

Among the instructors, 58 per cent of those in
the University of Riyad and 74.2 per cent of those in
the University of King Abdulaziz indidated newspapers
as the most medium in which they find news about the

two universities.

 

132

TABLE 24.--About the media the two universities use in their efforts
to inform the public.

 

University 1a University 2b

 

 

 

% % % % % %
(a) Television 30 30 22.5 25 5 12.9
(b) Radio 20 15 O 10 15 6.4
(c) Newspapers 75 so 58 75 60 74.2
(d) Personal contacts 20 55 48.4 20 55 38.7
(e) All of the above 45 O O O 5 29
Did not respond 0 5 0 O 45 O
aUniversity of Riyad. bUniversity of King Abdulaziz.

CLaymen. dStudents. eTeachers.

133

Personal contact is the second favorite medium
used by the two universities. Fifty-five per cent of
the students in both universities indicated this.medium.
Twenty per cent of both universities' laymen reported
that they received news about the universities through
the personal contact. Forty—eight and four-tenths per
cent of the University of Riyad instructors and 38.7 per
cent of the University of King Abdulaziz instructors

indicated this medium.

Item l6.--Was intended to explore the subjects'
opinion in regard to the universities' use of the dif-
ferent media to obtain better relations with the public
(Table 25). The subjects were asked to check more than
one medium if they see it applicable.

Laymen and instructors believe pamphlets are good
mediums. Fifty-five per cent of the laymen in Riyadh and
85 per cent of the laymen in Jeddah chose this medium.
Sixty-four and five-tenths per cent of the instructors
in both universities indicated using pamphlets is a
good means of communicating with the public and of
obtaining better relations.

The most popular.medium indicated by all the

r._._.... .k ..

M _- #0...-”

groups in the two universities was programs on T .V_. and

‘~-\_

radio.” Seventy per cent of the Riyadh laymen, 70 per

-M-U

cent of the Jeddah laymen, 60 per cent of the University

of Riyad students, 65 per cent of the University of King

134

TABLE 25.--Summary of suggested methods to be used by the two
universities to influence the public opinion.

 

University 1a University 2b

 

 

 

Item 16
Lc sd Te Lc sd Te
% % % % % %
(a) Issuing pamphlets 55 10 64.5 85 50 64.5
(b) Making programs in the T.V. and
radio 70 60 67.7 75 65 80.7
(c) Making news releases and
articles in the new5papers 55 55 77.4 70 50 74.2
(d) Concentration on personal
contacts 10 55 29 4O 5 48.4
(e) All of the above 10 20 22.5 30 5 35.5
Did not respond 10 10 O O O 0
aUniversity of Riyad. bUniversity of King Abdulaziz.

cLaymen. dStudents. eTeachers.

135

Abdulaziz students, 67.7 per cent of the instructors in
the University of Riyad, and 80.7 per cent of the
instructorsin theUniversity of King Abdulaziz chose
using programs on T.V. and radioas the best medium for

reaching the general public.

Item 20.—-Is a free response to another item and
was intended to explore the subjects‘ Opinions in regard
to the best way to achieve good relations with the uni-
versities' instructors, students, employees, and the
public at large (Table 26).

As a free response, not all the subjects have
responded to it. However, 30 per cent of the laymen in
the Riyadh area suggested the creation of a public
relations department. Twenty per cent of the University
of Riyad students and 35.4 per cent of the instructors
reported the creation of a public relations department
would help. However, none of the University of King

Abdulaziz subjects reported this means.

Item 23.-—Is intended to explore the students‘,
instructors', and laymen's awareness of the two uni-
versities needs and whether these needs are moral (verbal
support) or material (money and equipment). This
is to be followed by other items dealing with the sub-

jects' willingness to give support to the universities.

136

TABLE 26.—-Suggestions by the groups of people for the two univer-
sities in order to keep the public informed.

 

University la University 2b

 

 

 

Item 20 LC Sd Te LC sd Te
% % % % % %
(a) Create a public relations
department to coordinate
the university effort in
this field. 30 20 35.4 0 0 O
(b) Issue pamphlets and make news
releases in the printed media. 0 0 O 5 0 6.4
(c) Increase the personal contacts
with the public. 20 0 O 0 9.7
(d) Follow the esteem of open communi-
cation within and out of the
university. 0 0 9.7 0 15 9.7
(e) Create a standing committee from
instructors, students and the
administration to make coordi-
nating plans to inform the
public. 0 15 12.9 0 5 3.2
(f) Make more lectures, symposia and
social parties open to the
public. 10 20 O 10 0 3.2
(9) Produce cultural and educa-
tional films and make some
adult education programs
available. 10 5 10 3.2
Did not respond 60 15 58 80 75 35.4
aUniversity of Riyad. bUniversity of King Abdulaziz.

c
Laymen. dStudents. eTeachers.

 

137

Most people in the University of Riyad (Table 27)
believe their university needs moral support more than
material support. Eighty-five per cent Of the Riyadh
laymen, 65 per cent of the University Of Riyad students,
67.7 per cent Of the University of Riyad instructors
indicated moral support is more needed than material
support. While the corresponding percentage of the
University Of King Abdulaziz is 20 per cent for laymen,

55 per cent for students.and 25.8 per cent for instructors.

TABLE 27.-—The subjects' awareness Of the universities'

 

 

 

 

 

needs.
University 1 University 2
Item 23 L s I L s I
% % ‘ % % % %
A. Moral support 85 65 67.7 20 55 25.8
B. Material support 5 10 15.1 35 20 35.5
C. Both 5 15 9.7 30 25 22.5
Did not respond 5 10 6.4 15 5 16.2

 

L = Laymen; S = Students; I = Instructors.

Item 30.--Was intended to survey the subjects‘
Opinions on what segment Of the university‘s population
should help the university financially. It was assumed
that the contended person is the most willing to give
financially. As can be seen in Table 28, there is no
consensus among the groups on one segment as the main

financial supplier.

138

TABLE 28.——The group‘s Opinion on who should help the
university financially if needed.

 

 

 

 

 

University 1 University 2
Item 30 L S I L S I
% % % % % %
A. The instructors in the
university 20 20 12.9 0 10 9.7
B. The student in the
university 40 20 9.7 20 10 9.7
C. The general public 15 35 25.8 30 55 48.4
D. All Of the above 15 5 16.1 10 5 9.7
E. Instructors and stu-
dents only 5 15 6.4 0 5 3.2
F. Instructors and the
public only 5 5 22.5 20 10 9.7
G. Students and the public
only 0 0 3.2 15 5 0
Did not respond 0 0 3.2 5 0 9.7

 

L = Laymen; S = Students; I = Instructors.

The majority Of laymen in the Riyadh area, 40 per
cent, indicated that students should help and only 15 per
cent indicated that the general public should help. In
the University of King Abdulaziz area, only 20 per cent
Of the laymen indicated that students should help while
30 per cent Of them indicated that the general public
should help. The largest number of students in both
universities, 35 per cent in the University of Riyad
and 55 per cent in the University Of King Abdulaziz
indicated the general public is the one segment which
should help financially.

Among instructors, the largest number, 25.8 per

cent in the University of Riyad and 48.4 per cent in the

139

University of King Abdulaziz, indicated the general public
is the one which should help when the need arises. Among
themselves, only 12.9 per cent of the instructors in the
University of Riyad and only 9.7 per cent at the Uni—
versity of King Abdulaziz indicated they themselves should

help.

Item 36.--Was to determine how the various publics
of the university got their information about the uni-
versity's extra—curricular activities (Table 29).

Only 25 per cent of laymen in the University of
Riyad area responded that they knew about these activi-
ties,and most Of these who reSponded said they got the
information from "students and friends." Laymen in the
Jeddah area are, comparatively, more informed. Fifty
per cent reported they knew about such activities.
Thirty-five per cent reported that the mass media is
their main supplier in this regard. Fifteen per cent
reported that they knew from the Public Relations Depart-
ment.

Most of the student body reported that they knew
about such activities from the announcement boards in the
universities. Forty—five per cent of the University of
Riyad students and 75 per cent of the University of King
Abdulaziz students reported announcement boards as their

main information supplier in this regard.

140

TABLE 29.--The group responses on the way they know about
the universities' activities.

 

University 1 University 2

 

 

 

 

Item 36 L S I L S I
% % % % % %
A. From the public relations
department 0 O 0 15 5 38.7
B. From the invitation cards 5 10 29 0 0 3.2
C. From the announcement
board 0 45 16.1 0 75 9.7
D. From personal contact
with the organizers 0 5 35.5 0 0 0
E. Because I am a member in
the organizing committee 0 0 9.7 0 5
F. From the mass media 5 0 0 35 25.8
G. As an instructor, I am
always kept informed 0 0 6.4 0 0 3.2
H. From students and friends 15 0 0 5 0
Did not respond 75 40 3.2 50 15 19.1

 

L = Laymen; S = Students; I = Instructors.

 

141

Among instructors, 35.5 per cent of the University
Of Riyad instructors reported that they got information
about such activities from the organizing agencies and
16.1 per cent indicated the announcement boards. In the
University Of King Abdulaziz, 38.7 per cent reported they
knew from the Public Relations Department, and 25.8 per

cent reported that they knew from the mass media.

Item 37.--Deals with the public attendance of the
universities' athletic activities (Table 30).

Only 35 per cent of the laymen in the Riyadh area
reported attending such occasions. Of the laymen in the
University of King Abdulaziz area, only 15 per cent
reported attendance. Five per cent reported attending
all and 10 per cent reported attending some, while 45 per
cent said they did not attend any.

Among students, 60 per cent of the University of
Riyad reported they did not go to any game. Fifteen per
cent reported going to all and 20 per cent reported
attending some. The students Of the University Of King
Abdulaziz are more active in their attendance. Ten per
cent reported attending all, 40 per cent attended some,
and 35 per cent reported they did not go to any athletic
events.

A goodly number Of instructors in both universities
reported attending such games. Fifty-four and eight-

tenths per cent of the University of Riyad instructors

142

reported attending some. In the University of King
Abdulaziz 35.5 per cent reported attending some Of these
games and 25.8 per cent reported that they did not attend
any athletic events.

TABLE 30.--The laymen, students, and instructors partici-
patiOn in the universities' athletic events.

 

 

 

 

 

 

University 1 University 2

Item 37 L S I L S I

% % % % % %

A. All 35 15 5.4 5 10 6.4
B. Some 0 20 54.8 10 40 35.5
C. Do not go to any 50 60 16.1 45 35 25.8
Did not respond 15 5 22.5 40 15 32.2

 

L = Laymen; S = Students; I = Instructors.

Item 38.--Deals with the subjects' participation
and attendance of the universities' cultural activities
(Table 31). In this respect a good number Of laymen
indicated attendance. Of the laymen in both universi—
ties, 55 per cent in each reported going to some. Forty
per cent in the Riyadh area did not attend any, while
only 25 per cent in the Jeddah area did not attend any
of the cultural activities.

Student attendance is higher in both universities.
Seventy—five per cent at the University of Riyad and
85 per cent of the University of King Abdulaziz reported

attending some Of these occasions.

143

TABLE 31.--The laymen, students, and instructors' atten-
dance of the universities' cultural activities.

 

 

 

 

 

 

University 1 University 2

Item 38 L s I L s I

% % % % % % _

A. I go to all‘ 5 20 12.9 15 10 45.2
B. I go to some of them 55 75 54.8 55 85 48.4
C. I do not go to any 40 5 0 25 5 3.2
Did not respond 5 0 32.2 5 0 3.2

 

L = Laymen; S = Students; I = Instructors.

Among instructors, attendance is higher in the
University of King Abdulaziz with 45.2 per cent reporting
that they go to all, 48.4 per cent reporting going to
some. In the University Of Riyad, 54.8 per cent reported
attending some and only 12.9 per cent reported attending

all Of these occasions and 32.2 per cent did not respond.

Item 39.--Deals with the laymen's, students', and
instructors' attendance Of the universities' exhibitions.
Table 32 summarizes their responses.

The laymen of Riyadh are less active in this
area. Only 20 per cent reported attending some and 10
per cent reported attending all. Laymen in the Jeddah
area are more active. Fifty-five per cent reported
attending some and 15 per cent reported attending all
with only 20 per cent who reported not going to any

compared to 65 per cent in the Riyadh area.

 

144

TABLE 32.--The laymen, students', and instructors' partici-
pation in the universities' exhibitions.

 

 

 

 

 

 

University 1 University 2

Item 39 L S I L S I

% % % % % %
A. Go to all 10 55 29 15 30 48.4
B. Go to some 20 30 '61.3 55 65 35.5
C. I do not go to any 55 15 6.4 20 5 3.2
Did not respond 5 0 3.2 10 O 12.9

 

L = Laymen; S = Students; I = Instructors.

However, students Of the University of Riyad
reported more attendance. Fifty-five per cent reported
going to all, while only 30 per cent of the students of
the University of King Abdulaziz reported going to all
exhibitions. On the other hand, 30 per cent of the Uni-
versity Of Riyad reported going to some against 65 per
cent of the University of King Abdulaziz students who
reported attending some.

Instructors of the University of King Abdulaziz
reported more attendance, as 48.4 per cent reported
going to all and 35.5 per cent reported going to some.
Among the University Of Riyad instructors, 29 per cent
reported going to all and 61.3 per cent reported going

to some .

Item 4l.--Deals with the subjects' knowledge
about the Objectives behind establishing the universities.

Table 33 summarizes their responses. It was anticipated

 

145

TABLE 33.--The laymen, students, and instructor response
on the Objectives of establishing the universities in the
two cities.

 

University 1

 

Item 41

 

University 2

 

 

 

 

L S I L S I
% % % % % %
A. For the public service 25 40 67.7 60 75 67.7
B. For the academic
teaching 65 60 74.2 60 45 54.8
C. TO solve the societal
problems 15 15 67.7 45 30 58
D. For the scientific
research 25 25 70.9 50 15 51.6
E. All Of the above 5 45 29 45 10 32.2
Did not respond 15 25 3.2 5 0 12.9
L = Laymen; S = Students; I = Instructors.

that the university is obliged to explain itself,

Objectives and functions to the public.

Laymen of the Jeddah area are more optimistic

about the University Of King Abdulaziz.

While the

its

majority of the laymen Of the University of Riyad, 60 per

cent, picked out "academic teaching" only as the main

function Of a university, the majority Of laymen in the

University of King Abdulaziz picked out "public service"

(60%), "academic teaching" (60%),

(45%), and "solving societal problems“

main functions Of that university.

The majority Of the students in the University

Of Riyad, 60 per cent picked out "academic teaching,"

"scientific research"

(50%) as the

146

while 75 per cent of those in the University of King
Abdulaziz picked out "public service."
Instructors of both universities thought all the

four areas were important functions Of their universities.

Item 56.--Deals with the students and instructors
choice Of their particular university. Table 34 summarizes
the students' and instructors' responses in both uni-
versities.

The largest number, 25 per cent, Of the University
Of Riyad students indicated that they chose this uni-
versity because of its closeness to their family homes.
Thirty per cent Of the students in the University of King
Abdulaziz indicated the same reason. In the University
of King Abdulaziz the largest number, 40 per cent, indi-
cated that they chose that university because Of its
good reputation while n9ng_indicated this in the Uni-
versity Of Riyad. Equal percentage of students in both
universities, 15 per cent in each, indicated that they
chose theirs because they had no chance to go to other
institutions. Ten per cent of the University of Riyad
students indicated that they chose it because it is "the
largest institution in the country."

Among instructors, the largest number of the
University Of Riyad instructors, 16.1 per cent, said

there were no other institutions at the time they

TABLE 34.--Students' and instructors' reasons for choosing

147

their particular university.

 

University 1

University 2

 

 

 

 

 

Item 56 S I S I
% % % %
A. Because it is the biggest
university in the country 10 9.7 0 0
B. There was no other uni-
versity when I chose it 15 16.1 0 0
C. Because of its closeness
to my home 25 9.7 30 12.9
D. Because it gave.me the
Opportunity to pursue
graduate study 0 12.9 0 22.5
E. Because of its good
reputation 0 16.1 40 12.9
F. Because it is a young
institution, thus we
must support it 0 3.2 O 9.7
G. It has my area of
specialization 15 12.9 15 6.4
H. I could not go to other
institution 15 0 5 0
Did not respond 20 19.3 10 35.5

 

S = Students; I = Instructors.

148

chose it. Sixteen and one-tenth per cent said they
chose it "because of its good reputation."

Among the University Of King Abdulaziz instructors,
22.5 per cent indicated they chose it because "it Offered
them the opportunity to pursue graduate study abroad"
while in the University Of Riyad, only 12.9 per cent
indicated that reason. However, a good percentage,
35.5 per cent, of the University Of King Abdulaziz
instructors did not respond against 19.3 per cent of
the instructors in the University of Riyad who did not

respond.

Item 57.--Is intended to explore the laymen's
feelings and aspirations toward the particular uni-
versities in their cities (Table 35). Twenty per cent
of the laymen in the Riyadh area want to see graduate
programs available in that university. Ten per cent
wanted the university to leave its "ivory tower" and
lend the public some attention. Fifteen per cent wanted
to see the university completely equipped. Ten per cent
wanted to see adult education programs available in the
university.

Thirty per cent of the laymen in the University
of King Abdulaziz area wanted to see variety of academic
programs in that university. Fifteen per cent wanted
that university to grant admission to every capable

applicant. Ten per cent in the University of King

149

TABLE 35.——The laymen aspiration for the universities in
their cities.

 

University 1 University 2

 

Item 57 Laymen Laymen
% %

 

A. I want to see this uni—
versity completely
equipped. 15 5

B. I want to see graduate pro-
grams in this university. 20 5

C. I want to see this uni-
versity leaving its
"ivory tower" and respond
to the societal needs. 10 0

D. I want to see it a leading
institution in the Middle
East. 15 10

E. I want to see every aca-
demic field available in
it.

P. I want to see adult edu-
cation programs available
tO those who want them. 10 5

G. I want to see admission
granted to every capable
student. 0 15

Did not respond 25 30

 

 

150

Abdulaziz laymen hope for the university to be the lead-
ing institution in the Middle East area while 15 per cent

Of those in the Riyadh area hoped so for their university.

The Data From the Journalists

 

While looking at the responses from the laymen,
the researcher found a statement which says, "I work as
a journalist and have a complete idea about the failure
of our universities." Thus, it was anticipated that it
would be helpful to send a questionnaire consisting of
ten items to five randomly selected journalists in both
Riyadh and Jeddah to see their attitude toward the uni-
versities under study in their cities. The questionnaire
is composed of ten questions (Appendix C).

Question 1:

During your communication with the University of

( ) as a reporter, do you find cooperation

from the university's officials in your pursuit for

news?

Three out of the five journalists in the Riyadh
area said "yes," and two said "no." Four in Jeddah
responded "yes," and one responded "no."

Question 2:

Do you think that there is a better way to improve

the university's relations with the press?

All the five in the Riyadh area responded "yes,"

while four from Jeddah area responded "yes," and one

 

151

responded "no." As a part of the question "if yes, please
explain," the journalists Of Riyadh responded as follows:
"By establishing a public relations department to deal
with the reporters and make the news available as soon
as there is a news." Another reporter responded "estab-
lishing a special department to be a link between the
university and the press in charge of news disposal and
to arrange for the reporters' visits to the university."
The third reSponse was simply, "establish a public
relations department." The fourth said, "The university
rector should hold a news conference in every occasion
to explain what is going on." The fifth said, "by
releasing any news good or bad at the time they occur."

The responses of the Jeddah area reporters are:
"It takes time.“ The second said, "by making personal
contacts with the press to give the news whenever they
are happening, instead Of sending the news as circulation
letters which come later than it should be." The third
reporter said, "better relations are desirable even
though the relations now are excellent." The fourth
apparently does not know about the existence Of the
public relations department. He said, "the establishment
of public relations department."

Question 3:
Do you think that the university's administrators

and officials tend to repress some kinds of news?

 

 

152

Two in the Riyadh area responded "yes," and three
responded "no." All of the journalists in the Jeddah
area responded "no."

As a part of the question "if yes, please explain,"
the responses of the Riyadh journalists are: "They
exaggerate the news that goes in line with the university
policy as well as news that exposes the good quality.“

The other one who responded "yes" said, "It is a policy
to emphasize the university's accomplishments only."
Question 4:

Do you believe that the creation of a public

relations department will help the press repre-

sentatives in getting the news and information

they seek?

Three Riyadh journalists responded "yes" and two
responded "no." Three in Jeddah responded "yes" and two
responded "no."

Question 6:

Have you ever experienced any conflict with the

university's officials as a result of their mis-

understanding your mission as a journalist?

Only one in Riyadh responded "yes" and no one
responded "yes" in Jeddah.

Question 7:
Are you personally satisfied with the university's

relations with the press?

 

153

Only one in each Riyadh and Jeddah areas
responded "yes." As a part Of the question, "If 99,
please explain," one of the journalists in Riyadh said,
"There is no mutual confidence and the university's news
are usually scarce." Another one in Riyadh said, "Because
the relations between the university and the press need
to be reorganized." A third one said, "More organization
Of these relations is needed." The fourth said, "because;
they are separated from the journalism society, they are
not cooperative simply because they do not understand
the press mission."

The journalist in Jeddah responded as: "The
university seldom COOperates with the press." Another
one Said, "Wider range of OOOperation with the press is
needed. The university Officials deal directly with the
editors-in-chief of the local newspaper only. However,
it is beneficial for the university if it widens its
range Of contacts with many reporters." The third said,
"The university's administration is not willing to
cooperate with the press." The fourth said, "The per-
son who is in charge Of public relations is not entitled

to release the news at the proper time."

Summary
The analysis Of data presented in this chapter

proved that there was no Overall difference between the

154

University Of Riyad and the University Of King Abdulaziz.
Thus, Hypothesis I could not be rejected.

However, the statistical analysis contributed to
the rejection of the Hypotheses II and IV. Statistical
analysis proved that there was a significant difference
between the groups in the two universities in two sub-
scales, participation and satisfaction.

Hypothesis III was not rejected on the grounds
that there was no interaction between the two universi-
ties with sub-scales. As the test revealed and as could
be seen in Table 10, the probability level Of significance
did not meet the satisfactory level Of 0.5.

Hypothesis IV was rejected on the grounds that
there is an interaction between the two universities,
with groups of people and sub-scales. As indicated
before, there was significant differences between grOups
of people in two sub-scales, participation and satis-
faction. Also, there was significant interaction between
the two universities and groups of people in two sub-
scales, awareness and satisfaction.

Looking at the means in Tables 12, 13, and 14
proved that there was no significant difference in the
means Of instructors "before" and "after" in the Uni-
versity of Riyad. However, there were significant dif-
ferences between the means of instructors "before" and

"after" of the University of King Abdulaziz in the

155

three sub-scales, awareness, participation, and satis-
faction. Thus, the difference between the two universi—
ties could be contributed to the University of King Abdula-
ziz efforts in the area of public relations and infor-
mation.

The data from the journalists provided some
support to the notion that a public relations department
is needed in colleges and universities. Therefore, the
press is willing to cooperate with the universities'
administration if the latter practice openness and

cooperation.

 

CHAPTER VI

SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS

The Problem

The charge is often made that a communication gap
exists between a university and the public it serves.
This leads to misunderstandings about the institution's
Objectives and the way it functions. Some institutions
have formal and rather highly organized public relations
programs (PR). Other institutions have been satisfied
with a very informal PR program. The problem to which
this study addresses itself is to ascertain whether it is
more beneficial for an institution of higher education to
have an active department of public relations tO create
mutual understanding between the university and its
public, and to communicate to them the institution's

Objectives and operation clearly and effectively.

The Purpose
The purpose of this study is to investigate the

effectiveness of programmed public relations activities

at two Saudi Arabian universities: King Abdulaziz

156

 

157

University which has a PR department and the University

of Riyad which does not.

follows:

(1)

(2)

(3)

(4)

(5)

The specific Objectives Of the study are as

To determine the effectiveness of public relations
programs in regard to favorable or unfavorable

attitudes of laymen toward a university;

To determine the effectiveness of PR programs in
terms Of favorable or unfavorable attitudes Of

students toward a university;

TO determine the effectiveness of public relations
programs in terms of favorable or unfavorable

attitudes of faculty toward a university;

TO determine the perceived role of PR as an
administrative function in colleges and uni-

versities;

To deduce from one and two above general obser-
vations about the need for public relations in
colleges and universities especially in develop-

ing countries.

Hypotheses

 

The general hypothesis to be tested is: the

attitudes Of faculty, students and laymen toward a uni-

versity having an active department Of public relations

158

are more favorable than another university not having a
PR department. Subsequently this hypothesis will be re-
stated in terms Of four sub-hypotheses for more specific
treatment and analysis.

The four sub—hypotheses are reported in the null

form as:

Hypothesis I:

There will be no overall difference between the two
universities as a result of public relations activi-
ties.

Hypothesis II:

There will be no difference between the groups in
the two universities.

Hypothesis III:

There will be no interaction between the two uni-
versities and sub-scales.

Hypothesis IV:

There will be no interaction among the two universi—
ties, groups of people, and sub-scales.

Methodology

Based on the hypotheses stated above, a survey
was conducted of the public opinion of the University of
Riyad which had not yet established a public relations
program and the University of King Abdulaziz which had

a functioning public relations department.

 

159

Population

The population of the two universities is com-
posed Of its faculty members, students, and the general
public in the cities of Riyadh and Jeddah where the uni-
versities are located. From this population a sample was

drawn.

Samples

The samples consisted of twenty faculty members

from each university, selected randomly, to make forty

 

faculty members from the two universities; twenty students
from each university selected randomly for a total of
forty students from both universities; twenty persons
from the general public, selected randomly, from each
city in which the universities are located, to make
forty from both cities.

To test the difference of the public feeling
between the two universities' publics, and to be sure
if it was as a result of public relations efforts,
another technique was employed. That was to ask the
twenty faculty members from each university to read a
folder accumulated from the local newspaper clippings
published in a period of six months from October 1, 1967,

to March 31, 1968, for each of the two universities.

 

160

Collecting the Data

 

The questionnaire was administered in Riyadh by
Dr. Abdullah Al-WOhaibi, the Secretary-General Of the
University of Riyad. In Jeddah, it was administered by
Dr. Ahmed Ali, the Vice-President Of the University of
King Abdulaziz. In order to attain at least twenty
replies, the authors requested that more than twenty
subjects be given the questionnaire. 2

The questionnaire was distributed by hand and
collected the same way. A complete return was received
from all categories in the sample except for returns
from instructors for their second response after reading
the clippings.

As a result an alternative procedure was intro-
duced. -Eleven graduate assistants from each of the two
universities were chosen to answer the questionnaire
before and after reading the neWSpaper clippings. This

raised the sample to a total Of 172.

Treatment Of Data

 

Responses to the questionnaires were analyzed and
punched on cards, one card for each subject, for use in
the computer. The analysis Of variance (ANOVA) was
employed to measure the consistency between the various
segments of the sample, the interaction between the two
universities with the type of sample, with the sub-scales.

Significance level was set at .05.

161

Findings

Test results led to failure to reject the first
null hypothesis. The level of significance was pre-
viously set at .05 and the test results were .2235 for
awareness, .9099 for participation, and .6321 for satis-
faction, thus, not reaching the required level of sig-
nificance .05 (Table 10).

Hypothesis II was rejected because there were sig-
nificant differences between the groups in the two uni-
versities in the sub-scale, participation with a level
of significance of .0001, and satisfaction with a level
of significance Of .0031 (Table 11).

Hypothesis III was not rejected because there was
no significant interaction in two sub—scales, awareness
with a level of significance of .2235, and satisfaction
with a level of significance of .6321.

Hypothesis IV was rejected on the grounds that
there was interaction between the two universities with
the groups of people in the three sub-scales as can be
seen in Figures 1, 2, and 3 in Chapter V. Thus, the
analysis of data supports the conclusion that the atti-
tudes of the public in a university having a public
relations department is more favorable than that of a

university not having such activities.

 

162

Conclusions
The following conclusions are based on (1) the

investigator's own experience as a journalist, (2) from

 

reviewing the pertinent literature, and (3) from the
results of the study. Thus it should be recognized
that a degree of subjectivity is introduced, but it
does represent the reactions of one who has conducted

a research study of the type reported here.

1. In terms of the instrument designed for this
study, there are no overall differences between
the two universities as a result of public
relations activities. Even though there are
some differences in the group's responses in some
sub-scales, the data did not support the hypothe-
sis that there is a difference between them in

overall .

2. Citizens of the Jeddah area may not receive

 

enough attention from the public relations
department as indicated by the means for two
sub-scales, awareness and participation, although
they have slightly better situations in the

third sub—scale, satisfaction.

3. The performance on the questionnaire would indi-
cate that the University of Riyad instructors

and students are less aware of the university's

 

163

objectives and Operations than those of the Uni-

versity of King Abdulaziz.

The performance on the questionnaire indicates
that students and instructors of the University
of King Abdulaziz are more active in their par-
ticipation in the university's extra-curricular
activities and they are willing to contribute

time and money to the university if asked to do so.

The performance of the questionnaire indicates
that the students and instructors of the Uni-
versity Of King Abdulaziz are more satisfied
with their university's effort in the area of
information and public relations than their

counterparts in the University of Riyad.

Public relations activities are necessary for a
university in order to gain the consent and good-
will of the public it serves, which is composed of
its instructors, students, employees, and the

people outside the university.

From the results of this study, it might be
inferred that in developing countries, it is not
a matter Of luxury for a university to have a
public relations department. People need to
understand and appreciate the university's

objectives, aspirations, and accomplishments.

 

 

164

Journalists are open to the truth whenever it
comes. They are willing to cooperate with the
higher education institutions if they feel that
the institution is willing to let them know
what is going on without restrictions on the

news .

Recommendations

This section includes two parts. Recommendations

for further research and recommendations for the two uni-

versities under study to improve their public relations

activities.

1. For Further Research

 

Since research in public relations in colleges

and universities has not been undertaken widely, espe—

cially in developing countries, it is recommended that:

A.

A content analysis of the universities' efforts

in the area of public relations and the possible
shortcomings of these efforts in order to suggest
a balanced program for public relations in higher

education institutions.

It might be worthwhile to use the semantic dif-
ferential technique in building the questionnaires
with putting the points of response very clear

and non—confusing.

 

C.

D.

165

A survey of the administrators of colleges and
universities in developing countries to find out
how they value the public relations activities
and how they regard the best way to keep the uni-
versity public informed about university Objec-

tives and operations.

A study of the tendency of universities to be
separated from their surrounding environment.
Such tendency is more manifest in developing

countries than in the western hemisphere.

2. Recommendations for the Two

 

Universities UnderSEEdy

 

A.

The University of Riyad should embark in estab-
lishing a public relations department as soon as
possible. This department should be in the
highest possible echelon. It should be in a
position to be informed always about what is

going on in the university and have the authority

to act without being handicapped by routine pro-

cess. Recommended staff is in the next point.

The University of King Abdulaziz should enlarge
its public relations activities by enlarging the

size of that department from one-man department

-to a team Of at least five qualified people.

One to be in charge of press relations whose

duties are to analyze the media and assimilate

166

what attitude it has toward the university thus,
acting accordingly.

Another man should be in charge Of
instructors, alumni, and employee relations. A
third one should be given the duties of students'
relations. The fourth should be in charge of
parents and the general public relations. The
fifth should be in charge of cultural relations,
relations with other institutions, and other
cultural organizations. This team of course
should be supplied with a secretary and an
artist whose duties will be the technical works
such as graphs, drawings, making posters, and
the like.

This team is also applicable to the Uni-

versity of Riyad.

A trained team of people should be in charge of
the public relations Office and departments in
colleges and universities. This team must be
aware Of what is going on in the university and
should have full knowledge of using the right
medium in the right time to create a good image

of the institution.

 

167

The press is a powerful means for constructive
support or distructive criticism; thus the public
relations man must be capable of handling his
relationship with it. The media can be cooper-
ative and helpful if it is kept informed about
what is going on in the institution. On the
other hand, it can be distructive if the uni-
versity tries to mislead or misrepresent itself

to its representatives.

BIBLIOGRAPHY

 

BIBLIOGRAPHY

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168

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Jacobs, Herbert. Practical Publicity. New York:
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'170

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Payne, Stanley. The Art of Askipnguestions. Princeton,
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Reck, W. E. Public Relations, A Prograp for Colleges and
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Smith, Perry. Current Issues in Higher Education.
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171

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Sumption, M., and Engstrom, Y. School-Community
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Thomas, Alfred. Saudi Arabia. Tempe, Arizona: World
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Walpole, Norman, et a1. Area Handbook for Saudi Arabia.
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Williams-Thompson, Mike. Public Relations in Practice.
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Al—Riyadh. Daily newspaper, Riyadh, Saudi Arabia,
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Ciervo, Arthur. "Personal Contact on a Sustaining Basis
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Crawford, Rowane. "A Missed Bit?" Journal Of Placement,
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Dubuis, Eugene. "Community College Must Invest in Public
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Duncan, Robert. "Needed Leadership in Communication."
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Flynn, Charles. "If I Were Starting Over Again." College

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Gordon, Richard. "School News in Local Newspaper."

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Harte, Houston. "A Publisher Looks at the Campus."

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"Information Please." Collegg Management, V (May, 1970).

 

Johnson, Walter F. "The Public Relations Role of the
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Maienknecht, Gil.’ "Objectives in Public Relations."
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McGill, William. "The Courage to Lead." College and
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McWilliams, Paul. "Institutional Development." Colle e
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"On These Issues Superintendent Stands or Fails."
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Perry, Benjamin, Jr. "An Educator Considers the Non-
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Pullman, David. "Planning the Internal Role." College
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Richard, Francine. "Creative Communications." Illinois
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Robbins, H. Zane. "DO You Need Emergency Public
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1968.
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. "Modernization Processes in Saudi Arabia."
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174

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175

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Public Relations Department. University of King Abdula-
ziz, dated June 24, 1972.

 

APPENDICES

APPENDIX A

FACULTY, STUDENT, AND

LAYMEN QUESTIONNAIRE

APPENDIX A

FACULTY, STUDENT, AND

LAYMEN QUESTIONNAIRE

Dear Teachers, Students, and Citizens:

The purpose of this study is merely a pure
research purpose. It is not intended to change the uni-
versity rules or regulations, because of the fact that
this is the job of the officials in the university.

I am a Saudi student studying for my Ph.D. degree
in the United States who desires to draw his research
from the national problems of his country. I choose
this university to be the field of my research so please

answer the questionnaire attached as much as possible.

Explanations and Directions

 

1. There is no connection between this research and
the university administration and officials, but
it is a scientific research for personal use at

this time.

2. Nobody is going to see the answers except the

researcher and those who help in administering it.

3. Complete secrecy is granted, thus there is no

need for a name or for anything that might

176

177

indicate the person's identity or whether he is

a faculty member, a student, or a layman.

In order to get scientific results, I would like
you to answer it frankly, Openly, and without

any outside influence.

Individuality is a very important element in
answering the questionnaire so please do not
discuss your answers with anyone before you

redeem your answers.

I hope you will have no difficulty. However, if

you do, please use your own judgement and use the

meaning that you believe as the closest.

There are three kinds of questions:

(A) Closed answers with "yes" or "nO"-—In this
kind you are required to check "V" the one
which suites your feeling and leave the
other blank. ‘

(B) Multiple choice—-In this kind you are required
to check one item or more which you feel as
the best answer.

(C) Open-ended questions--These are questions in
which you write in your own language what you

feel in the blank area left for that answer.

Please be as frank and Open as possible.

178

8. Please read the question more than once in order

to be sure what it is about.

Term Explanation

 

Public Relations.--is a term used to indicate the

 

university's effort to inform its public (faculty members,
students, employees, and the general public) about its
Objectives and Operations and, consequently, to try to
Obtain the consent and support of that public as the

result of its information efforts.

The University's Opjectives.--are the goals the

 

university endeavors to accomplish as a result Of its

Operations, be it academic or otherwise.

Information.--means giving the public the right

 

ideas by means of using a newspaper, radio, television,

personal contacts, or any other form of communication.

Services.--for the purpose Of this study, is

 

any work the person does without pay.

Material support.--means any material contribution--

 

money, equipment, and the like.

Moral Support.--is the willingness by individual

 

or corporate efforts to help the university to achieve
its goals, such as defending it and propagandizing its

accomplishments.

 

 

179

Interaction with the public.--means communication
with the public in trying to attract it to the university
in order to achieve mutual goals; especially the uni—

versity goals.

The ideal university.-—is the one that strives to

accomplish the most possible social and academic goals.

Thank you very much. Now please answer the

following questions:

1. Please check "J" one of the following:

( ) faculty member
( ) student in the university

( ) from the general public

Please check "J" the space that suites your personal

feeling in regard to the following questions.

2. Do you believe that we need this university in

this city? ( ) yes ( ) no

3. Do you believe that the people in the university,
i.e., administrators, employees, instructors,
and students, are cooperative with the general
public? ( ) yes ( ) no

3—1. If yes, please explain why you believe so.

 

 

 

 

180

3-2. If no, please explain why you believe so.

 

 

 

Do you feel that the university administrators

and employees have:

 

4-1. ( ) very good relations with the public
4—2. ( ) good relations with the public

4-3. ( ) do not care about the public

4-4. ( ) bad relations with the public

4-5. ( ) very bad relations with the public

Do you have a complete idea about the university's

Objectives and its responsibilities?

()yes ()no

5-1. If yes, is this because of the efforts of
the public relations department (if there

is any)? ( ) yes ( ) no

Do you think that the university facilities which
are realted to the public such as libraries,
museums, and gardens are open to the public?

( ) yes ( ) no

Are you personally satisfied with the university's
efforts to obtain good relations with:

7-1. faculty members ( ) yes ( ) no
7—2. students ( ) yes ( ) no
7-3. general public ( ) yes ( ) no

10.

11.

181

Do you think that public relations activities are
essential to giving ideas about the university's

objectives and operations? ( ) yes ( ) no

Do you usually find news about the university in
the newspapers, radio, and television?

( ) yes ( ) no

From which of the following media do you most

Often find news and information about the uni—

versity?

 

(check one or more)

( ) television

( ) radio

( ) neWSpapers

( ) personal contacts

Which of the following means would you suggest
for the university to obtain better relations
with the public? (check one or more)

( ) pamphlets

( ) programs on the radio and television

( ) news releases in the newspapers

( ) concentration on personal contact

( ) others. Please explain

 

 

 

 

12.

13.

14.

15.

182

Do you know if there is a public relations depart—
ment in this university to inform the public?

()yes ()no

Do you suggest certain means for the university
to improve its relations with its faculty members,
students, and the public? ( ) yes ( ) no

13-1. If yes, please explain

 

 

 

 

Is it true that the people in the university
(instructors, employees, and students) do not

have mutual understanding? ( ) yes ( ) no

Have you ever felt that you were strange in this

university? ( ) yes ( ) no

II. Please check the one item that agrees with your

feeling.

16.

Do you think that the university needs:

16—1. ( ) moral support (such as coming to
defend it from an oral attack or
propagandizing its accomplishments)?

16—2. ( ) material contribution from the
public (such as money or equipment

or physical facilities)?

17.

18.

19.

20.

21.

22.

 

183

Suppose this university needed your personal help
to accomplish its goals, are you willing to help?

( ) yes ( ) no

Suppose this university needed your personal
service as an instructor or class coordinator,
are you willing to do so without pay?

( ) yes ( ) no

Do you have an idea if the university's budget
is enough to accomplish its plans?

( ) yes ( ) no

Suppose the university needed your personal con-
tribution, will you give a reasonable amount of'
money suitable to your budget?

( ) yes ( ) no

If you are willing to give money, will you
restrict the use of it?
( ) yes ( ) no

21.1. If yes, please explain

 

 

 

 

0n the assumption that the university needed

moral or material support, do you believe the

23.

24.

25.

26.

 

184

people in the university (instructors, students,
and staff) should give?

()yes ()no

According to your beliefs, which of the following
segments is willing to contribute to the uni-
versity's needs? (check one or more)

( ) faculty members

( ) the university's students

( ) the general public outside the university

The university may need some volunteer individuals
as research helpers or subjects, are you willing
to be one of these volunteers?
( ) yes ( ) no
24—1. If yes, have you done this before?

( ) yes ( ) no
Are you willing to give the university a weekly
time of two hours to sell tickets (for sports,
plays, etc.)?

( ) yes ( ) no

If the university wants to Open its facilities

to the public use (such as museums and libraries),
are you willing to help as a guide or supervisor
without pay?

( ) yes ( ) no

27.

28.

III.

29.

185

Are you aware of the extracurricular activities

of the university, such as lectures, exhibitions,
and sports?

( ) yes ( ) no

27-1. If yes, how do you usually know about these

activities?

 

 

 

Please check one (or more) of the following spaces

which represent your own situation in regard to:

28-1. going to athletic all some none
activities ( ) ( ) ( )
28-2. going to lectures ( ) ( ) ( )
28-3. going to exhi—
bitions ( ) ( ) ( )

Please check "V" in the spaces that agree with

your feelings.

Do you know the goals behind creating this uni—
versity?

( ) yes ( ) no

If your answer is yes, please check one or more

of the following:

29-1. ( ) The university is for public service.
29-2. ( ) It is for academic teaching.
29-3. ( ) It is here to help solve social

problems.

 

186

29—4. It's to conduct scientific research.

29-5. Others, please explain:

 

 

 

 

 

Do you believe that the university's function is
only to teach academic subjects, leaving the
social problems for other institutions in the
county?

( ) yes ( ) no

According to your own Opinion, the university
is essential to: (check one or more)

30-1. ( ) national economy

30-2. ( ) the country's social life

30—3. ( ) the national culture

30-4. ( ) the national progress

30-5. ( ) Others, please explain:

 

 

 

Do you think that this university's social
activities are enough in quantity (the weekly
sequences and the time length).

()yes ()no

33.

34.

35.

36.

 

187

Do you think that this university's social

activities are enough in regard to social edu-

cation for students and laymen?

( ) yes ( ) no

33—1. If the answer is no, would you please
suggest other ways to improve such

activities?

 

 

 

 

 

 

Have you ever experienced difficulties in dealing
with the university administrators or employees?
( ) yes ( ) no

34-1. If yes, will you name such situations?

Please explain:

 

 

 

 

In general, do you believe this university
encourages its students and employees to
interact with the public?

( ) yes ( ) no

According to your own thinking, the ideal uni—

versity is one which: (check one or more)

 

 

 

37.

38.

39.

40.

188

36-1. ( ) creates fruitful environment for
social interaction with the public.

36-2. ( ) helps in solving societal problems.

36—3. ( ) teaches students academic subjects.

36-4. ( ) Others, please explain:

 

 

Have you ever got any special help from the uni-
versity's Officials for personal problems?

( ) yes ( ) no

Do you feel that the university administrators
and employees are willing to give more help to
the public if needed?

( ) yes ( ) no

As a facultygmember or student, why did you

 

choose this particular university? Please

explain:

 

 

 

 

 

As a layman, what are your wishes and aspirations

for this university?

 

 

 

 

189

41. Do you believe the university administration is
open to suggestions from its students, instructors,
and the general public?

( ) yes ( ) no

Thank you very much for your cooperation.

 

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——-.——_————

 

APPENDIX B

LETTER

Hamoud A. Al-Badr
P.O. Box 69
East Lansing, Mi. 48823

Dear Instructor in the University of ( )

I am doing my Ph.D. dissertation about the uni-
versities' efforts to inform its students, instructors,
and the general public about its Objectives and oper-
ations. You might be aware of the fact that today's
universities are not separated from the surrounding
public. Thus, public relations activities, as an admin-
istrative function, have become a major element of the
modern management not only in universities but in every
other organization.

As a part of my research is to accumulate a folder
of newspaper clippings about the University of ( )
in a certain period, I would like you to read the attached
folder and then answer the questionnaire attached. By
the way, this guestionnaire is the same one you have——
responded to previOusly. The main objective is to see
whether or not the two universities' efforts to inform
and persuade the public opinion are different now than
they were when these news articles were published.

 

 

Please try to put yourself in that era when these
news articles were published. This means that you answer
the questionnaire on the basis of what was happening
then and not on the basis of what is happening now.

I'm asking you for cooperation with me and hoping
that you will return the questionnaire as soon as
possible. Please accept my best regards.

Sincerely yours,

Hamoud Al—Badr

199

 

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APPENDIX C

THE REPORTER'S QUESTIONNAIRE

APPENDIX C

THE REPORTER'S QUESTIONNAIRE

Directions

 

Dear Reporter'

This questionnaire is to explore your personal

impressions as a journalist in regard to the University of

(

) relations with the press. The main purpose of

this questionnaire is the scientific research only, regard-

less of personality indications. Please answer the ques-

tionnaire without mentioning your name or anything that

may indicate your personality unless you desire to do so.

II.

The Questionnaire

1.

During your communication with the University

of ( ) as a reporter, do you find cooper-
ation from the university's Officials in your
purSuit for news?

( ) yes ( ) no

Do you think that there is a better way to improve
the university's relations with the press?
( ) yes ( ) no

2-1. If yes, please explain

 

 

 

 

201

202

3. Do you think that the university's administrators
and officials tend to enforce some kinds of news?
( ) yes ( ) no

3-1. If yes, please explain what kind

 

 

 

4. Do you believe that the creation of a public

relations department will help the press repre-

 

sentatives in getting the news and information they
seek?

( ) yes ( ) no

5. Do you believe that the university's officials are
willing to give the real news, good or bad, about
the university?

( ) yes ( ) no

6. Have you ever experienced any conflict with the i
university's officials as a result of their mis— ;
understanding your mission as a journalist?

( ) yes ( ) no

7. Are you personally satisfied with the university's
relations with the press?
( ) yes ( ) no

7-1. If no, please explain why

 

 

Thank you very much for your cooperation with me.

 

 

 

 

203

 

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APPENDIX D

ORGANIZATIONAL CHARTS

APPENDIX D

ORGANI ZAT IONAL CHARTS

UNIVERSITY OF RIYAD
FSUPREME COUNCILJ
L RECLOR WERSITY councfl

I SECRETARY GENERALJ

J l

I
IPERSONNELI ADMINISTRATIVE IBUSINESSI
AFFAIRS
ISTUDENT AFFAIRSI

LFACULTY onfl FACULTY COUNCILS]

 

 

 

 

 

 

 

 

 

 

 

 

[DEPARTMENT COUNCILSI IDEPARTMENTS

l I l l

MISSIONS AND CULTURAL STUDENT
I SCHOLARSHIPS] l AFFAIRS J [ ALLOWANCES J [EXAMINAHO'E]

 

 

 

The organizational chart of the University of
Riyad as supplied by the Director of the Student Affairs,
Summer, 1971.

205

.i.Ai _. .e.

M...-

206

UNIVERSITY OF KING ABDULAZIZ

WARD OF TRUSTEES]
l

I UNIVERSITY COUNCIQ r VICE-PRESIDENT J [FINANCIALCONIMITTEEJ

 

 

 

LACADEMIC COUNCIL I

 

I

I
L LIBRARIES j LSECRETARY GENERAL J [FACULTY COUNCILS]

FACULTY DEANS

     

     

DEPARTMENT

DEPARTMENTS
COUNCILS T

W
FACUUHES

    

 

 

 

ADMINIS - PUBLIC STUDENT
ACCOUNT'NG TRATIVE RELATIONS AFFAIRS REGISTRAR
AFFAIRS

 

 

 

 

The organizational chart of the University of
King Abdulaziz translated from the Third Annual Report,
1969-1970, p. 43.

 

 

 

 

I aI‘I III II III-Ii]

 

 

 

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