06_Dimensions_in_the_evaluation_EN_Doxa_30

1. Introduction

We find ourselves immersed in the paradigm of Integrated Persuasive Communication (IPC), which is defined by the importance of the audience and a context that influences the sender, message and receiver by allowing two-way communication on several channels. The combination of audiences and channels and the desire to attract attention has blurred the boundaries between communication, product and entertainment, making a transition from communicating about a product to developing products and content that communicate and engage the consumer in creating brand value. In the search for trust, conversation and virality, IPC uses the channels that best suits each case, maximising the synergies between them, and enabling an emerging connection between advertising and Public Relations (Castelló and Del Pino, 2019). The search for earned media and the absence of media utilization patterns characterize integrated communication campaigns, developed on the basis of profound knowledge of the consumer, his or her possible reactions, society and the media (Carretero and Rangel, 2017). This brings us back to the term “liquid creativity”, a phrase coined a decade ago by advertising artist Daniel Solana in his work entitled, Postpublicidad (Post-advertising) (2010). The term alludes to the

Abstract:

Evaluating creativity in integrated communication campaigns is not an easy task. Despite creativity being one of the most important aspects in the sector, subjectivity plays a decisive role when evaluating the creative potential of a campaign. In the professional environment, creative people make subjective evaluations based on their experience in order to screen the different alternatives produced by the agency. In the Advertising and PR degrees, students do not have previous experience, and as such, it is necessary to convert the qualitative evaluation mentioned into a numerical mark. The objective of this research is to identify the dimensions inherent in the evaluation of creativity in order to develop a resource in line with the requirements of the industry that might contribute to reducing the academic-professional gap. The method includes interviews with professionals and an extensive review of the literature cited. The data coding was carried out simultaneously with the bibliographic review and the result was the identification of four core evaluation dimensions and fourteen secondary that comprise the model presented, which if applied to the teaching field can contribute to evaluating and guiding students’ creative work. Students can also reinforce their mastery of the subject by integrating through practice the principles proposed in this model.

Keywords:

Creativity; evaluation; university teaching; public relations; advertising.

Resumen:

Evaluar la creatividad de las campañas de comunicación integrada no es tarea fácil. A pesar de que la creatividad es un aspecto de especial relevancia en el sector, la subjetividad juega un papel determinante a la hora de valorar el potencial creativo de una campaña. En el entor-no profesional, los creativos establecen valoraciones subjetivas basa-das en su experiencia para filtrar las distintas alternativas generadas en la agencia. En los grados en Publicidad y RR.PP. los estudiantes no poseen experiencia previa y, además, es necesario traducir dicha eva-luación cualitativa a una calificación numérica que la represente. El objetivo de esta investigación es identificar las dimensiones implíci-tas en la evaluación de la creatividad para desarrollar un recurso que, alineado con los requerimientos de la industria, contribuya a reducir la brecha académico-profesional. El método comprende entrevistas a profesionales y una extensa revisión de la literatura. La codificación de los datos se realizó simultáneamente a la revisión bibliográfica y dio lugar a la identificación de cuatro dimensiones centrales de eva-luación y 14 subdimensiones, que constituyen el modelo que se pre-senta que, en su aplicación en el ámbito docente, puede contribuir a evaluar y guiar el trabajo creativo de los estudiantes, así como a reforzar su dominio de la materia mediante la integración, a través de la práctica, de las dimensiones propuestas en dicho modelo.

Palabras clave:

Creatividad; evaluación; docencia; relaciones públicas; publicidad.

Received: 16/01/2020 - Accepted: 16/04/2020

Recibido: 16/01/2020 - Aceptado: 16/04/2020