廣告學與公***關系教育：壹個五年檢討
The growth in the fields of advertising and public relations education at American universities has been dramatic. Last year, 12,068 degrees were awarded in advertising, public relations, or combined advertising/public relations programs while nearly 40,000 students were enrolled in these degree programs For over 30 years, the reporting of the status of advertising education has been an ongoing enterprise, reported in various forms.
美國大學在廣告學與公***關系教育領域的成長是引人註目的。去年，總***頒發了涉及廣告、公***關系或兩者結合課程的學位12,068個，而有近40,000名學生入學就讀這些課程。在過去的三十多年來，各種形式的廣告學教育的現狀報告是壹個持續不斷的事業。
The two most noted ones are: The annual Becker/Kosicki reports in Journalism & Mass Communication Educator, which measures the status of accredited and other mass communication programs, and Where shall I go to study advertising and public relations? (Ross 1965;Ross & Hileman 1966-1983; Ross 1984- 1990; Ross & Johnson 1991-1992; Ross& Johnson 1993-1999), which measures advertising, public relations, and combined advertising/public relations programs both within accredited and other schools of mass communication and extends beyond that to include such degree programs as those in schools of business, speech, etc.
兩個最著名的報告是：衡量官方認可的及其他大眾傳播課程現況的‘貝克/科西基新聞與大眾傳播教育者年度報告’，以及‘我該到哪學習廣告與公***關系？’(羅氏1965；羅氏與希爾曼 1966-1983；羅氏1984 -1990；羅氏與莊生1991-1992；羅氏與莊生1993-1999)；這是衡量官方認可及其他大眾傳播學校的廣告、公***關系及兩者結合課程現況的報告，並且延伸至包括商學院、言語學校的相關學位課程。
Maintaining accurate historical records of the status of advertising, public relations and combined advertising/ public relations education programs serves many purposes. Each year the results are used by students, career and guidance counselors, and college professors to identify where programs exist, the largest programs and largest faculties in terms of degrees granted, enrollment, faculty, etc. In aggregate they constitute the status of the advertising education enterprise at individual points in time. Ross has published two volumes. Advertising Education (1965), which was the basis for the directory beginning and The Status of Advertising Education (1991), an update of the 1965 report.
維護廣告、公***關系及兩者結合課程情況的準確歷史記錄有許多用途。這些成果每年都會被學生、職業與輔導老師及大學教授用來認定那裏有該課程，從學位、招生及學系方面鑒定那裏有最高的課程與最大的學院等等。總的來說，它們構成在某時期個別時間點的廣告教育事業現況。羅氏曾出版過兩卷：‘廣告教育’（1965），這是指南手冊開始的基礎；另壹卷是更新1965報告的‘廣告教育現況’（1991）。
The volumes report on the history and trends of advertising education, institutions offering advertising programs, curricula of undergraduate and graduate programs, and aggregate totals of graduates, students and faculty are investigated in total and by established regions. The purpose of this research is to investigate data reported in Where shall I go to study advertising? over the last five years and measure growth and decline
of degrees granted, level of those degrees (B.A., M.A., Ph.D.), and changes in enrollment and faculty.
這些書卷報告廣告教育的歷史與趨勢、提供廣告學課程的學府、本科與研究生的全部課程，並且整體及分區地調查畢業生、學生、學系的總和。本文的目的是針對‘我該到哪學習廣告與公***關系？’過去五年來所報告的數據進行調查，衡量所頒發學位數量的漲跌、這些學位的高低（學士、碩士、博士），以及招生與學系的變化。
Historical perspective
The use of historical data for analysis is grounded in academic literature.
Historical analysis gives understanding of the environment of an institution at points of time. Driven by the axiom that those who do not follow history are doomed to repeat it, historical analysis also provides insight and, frequently, predictive capability to researchers. Obviously, the methodology has its benefits and limitations.
歷史的觀點
在學術文獻裏使用歷史數據進行分析的習慣已是根深蒂固。
歷史分析可以了解壹家學院在某些時間點上的環境情況。格言說：“不借鑒歷史的人，將註定會重蹈覆轍”，所以分析歷史可以使研究者有所領悟，且經常有預測能力。顯然，這種方法有好處也有其局限性。
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