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WHEN PETA COMES to CAMPUS: a STUDY of ISSUES MANAGEMENT at a LAND-GRANT UNIVERSITY by MICHELLE HAMILTON Bachelor of Science In

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WHEN PETA COMES to CAMPUS: a STUDY of ISSUES MANAGEMENT at a LAND-GRANT UNIVERSITY by MICHELLE HAMILTON Bachelor of Science In WHEN PETA COMES TO CAMPUS: A STUDY OF ISSUES MANAGEMENT AT A LAND-GRANT UNIVERSITY By MICHELLE HAMILTON Bachelor of Science in Animal Science Murray State University Murray, Kentucky 2010 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTER OF SCIENCE May, 2014 WHEN PETA COMES TO CAMPUS: A STUDY OF ISSUES MANAGEMENT AT A LAND-GRANT UNIVERSITY Thesis Approved: Dr. Traci L. Naile Thesis Adviser Dr. D. Dwayne Cartmell II Dr. Angel N. Riggs ii ACKNOWLEDGEMENTS The pursuit of education has always been a top priority for me and with it the goal of a graduate degree. Here is to all of the people who made it possible: To my mother and father for instilling the insatiable appetite for education in me from an early age, for the courage to chase my dreams – no matter how far they take me from home, and for believing in me every step of the way. To Jackie, my sister and best friend, thank you for the encouragement to always follow my heart and be true to myself. McCauley, thank you for always looking at me through the rose-colored glasses only a baby sister has for a big sister. It’s that look that always reminds to be the best I can. To the AQHA Marketing gals, thanks for all the laughs when I was ready to meltdown in the midst of this adventure. C.J.B, thank you for going on late-night Diet Coke and ice cream runs and for not strangling me when I did have those meltdowns. Lauren W., you are truly someone to look up to. Thank you for always seeing in me what I don’t. Thank you for giving me the opportunity to live my dream and taking chances on my ideas. #dreambig To my advisor and committee chair, Traci Naile, thank you so much for not giving up on me when my graduate career took a sudden turn. Thanks to your encouragement and flexibility I was able to accept my dream job offer and continue my goal of a graduate degree. Thank you to my committee members, Angel Riggs and Dwayne Cartmell, for your support through this journey. iii Acknowledgements reflect the views of the author and are not endorsed by committee members or Oklahoma State University. Ally B., thank you for the bowl of ice cream and advice that started me on this journey. I owe you one. David A., thank you for all the riding lessons that always seem to turn into life lessons. To Diesel and Annie, thank you for carrying me away from my worries, frustrations and stress for at least a few hours each night and reminding me each day why I chase the dreams I do. iv Acknowledgements reflect the views of the author and are not endorsed by committee members or Oklahoma State University. Name: MICHELLE HAMILTON Date of Degree: MAY, 2014 Title of Study: WHEN PETA COMES TO CAMPUS: A STUDY OF ISSUES MANAGEMENT AT A LAND-GRANT UNIVERSITY Major Field: AGRICULTURAL COMMUNICATIONS Abstract: In today’s world, land-grant universities no longer deal solely with those involved in agriculture. They have been charged with providing unbiased information to a population that is growing more and more diverse each day. Due to this, controversial issues that land-grant universities must face are bound to arise. Implementing the practice of issues management can benefit the land-grant university during these times. The purpose of this study was to describe the use of issues management when peta2 brought its Glass Walls Exhibit to the campus of Oklahoma State University. The study poses research questions that ask what the need for issues management was, what aspects of the event fell in the realm of issues management, and benefits that could be gained from its use. The findings for this study were determined through a qualitative research method that utilized semi-structured interviews. Finally, it was concluded that issues management could have benefitted this particular event and others like it. It is recommended that issues management be implemented into the daily practices of land-grant universities. v TABLE OF CONTENTS Chapter Page I. INTRODUCTION .................................................................................................................. 1 Background and Setting ...................................................................................................... 1 Statement of Problem .......................................................................................................... 3 Purpose and Research Objectives ........................................................................................ 4 Scope of Study..................................................................................................................... 4 Significance of Study .......................................................................................................... 4 Assumptions ....................................................................................................................... 5 Limitations of Study ............................................................................................................ 5 Definition of Terms ............................................................................................................. 5 II. REVIEW OF LITERATURE ................................................................................................ 7 Advocacy ............................................................................................................................. 7 The Animal Rights Movement ............................................................................................ 9 History of Land-grant Universities .................................................................................... 15 Issues Management .......................................................................................................... 24 III. METHODOLOGY ............................................................................................................ 28 Institutional Review Board ................................................................................................ 28 Research Design ................................................................................................................ 28 Scenario ............................................................................................................................. 29 Purposive Sample .............................................................................................................. 31 Data Collection .................................................................................................................. 32 Data Analysis Procedures .................................................................................................. 33 Trustworthiness of the Study ............................................................................................. 35 vi Chapter Page IV. FINDINGS ......................................................................................................................... 38 Data Analysis .................................................................................................................... 38 Findings for Research Question One ................................................................................. 40 Findings for Research Question Two ................................................................................ 50 Findings for Research Question Three .............................................................................. 63 V. CONCLUSIONS ................................................................................................................. 72 Conclusions for Research Questions One ......................................................................... 72 Conclusions for Research Question Two .......................................................................... 75 Conclusions for Research Question Three ........................................................................ 76 Recommendations for Research ........................................................................................ 78 Recommendations for Practice .......................................................................................... 78 Implications ....................................................................................................................... 79 REFERENCES ........................................................................................................................ 81 APPENDICES ......................................................................................................................... 90 vii LIST OF TABLES Table Page 1 .............................................................................................................................................. 39 viii CHAPTER I INTRODUCTION Background and Setting The 1862 Morrill Act provided federal land that states could sell to fund institutions that would “teach such branches of learning as are related to agriculture and the mechanical arts” (Brown, Pendleton-Jullian, & Adler, 2010, p. 9). As the public increased its investment in universities, its public demand for access to university services increased (Bishop, 1978). This was solved through the “service to society” concept developed through the land-grant university (Bonnen, 1998). According to Bonnen (1998), “The earliest successes of the land-grant university occurred in agriculture and developed into the experiment stations, the extension service, and an ever-changing set of research and extension
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