Phenomenological Exploration of Crisis Management Experiences in Public Relations Professionals in the Digital Age
Main Article Content
Abstract
Public relations (PR) has evolved significantly in the digital age, with crisis management becoming an increasingly complex field that involves rapid adaptation to new media platforms. While much has been studied regarding strategic crisis communication, the subjective experiences of PR professionals in managing reputational crises have been less explored. Specifically, the emotional and personal aspects of how PR practitioners cope with digital crisis management remain underexamined. This study addresses this gap by exploring the lived experiences of PR professionals using a phenomenological approach to better understand the emotional labor and strategic responses involved in managing reputation crises. In-depth, semi-structured interviews with ten PR professionals revealed key themes: the emotional toll of crisis management, the strategic use of digital tools, and the need for rapid adaptation to digital media. The findings demonstrate that PR professionals face significant emotional challenges while balancing strategic decisions, and that digital tools are crucial for real-time crisis resolution. These results suggest that emotional resilience and digital competency are critical components of effective crisis management, which should be integrated into training and support for PR professionals. This study contributes to a deeper understanding of crisis management in the digital era, offering new insights into the emotional and strategic dynamics at play and highlighting the need for future research into the personal and professional development of PR practitioners.
Article Details
Section

This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Allen, J. K., Griffin, R. A., & Mindrila, D. (2022). Discerning (Dis)information: Teacher perceptions of critical media literacy. Journal of Media Literacy Education, 14(3), 1–16. Scopus. https://doi.org/10.23860/JMLE-2022-14-3-1
Blanco-Castilla, E., Fernández-Torres, M.-J., & Cano-Galindo, J. (2022). Disinformation and hate speech toward female sports journalists. Profesional de la Informacion, 31(6). Scopus. https://doi.org/10.3145/epi.2022.nov.13
Carr, P. R., Cuervo Sanchez, S. L., & Daros, M. A. (2020). Citizen Engagement in the Contemporary Era of Fake News: Hegemonic Distraction or Control of the Social Media Context? Postdigital Science and Education, 2(1), 39–60. Scopus. https://doi.org/10.1007/s42438-019-00052-z
Cooper, T. (2019). Calling out ‘alternative facts’: Curriculum to develop students’ capacity to engage critically with contradictory sources. Teaching in Higher Education, 24(3), 444–459. Scopus. https://doi.org/10.1080/13562517.2019.1566220
Dubyna, M., Verbivska, L., Kalchenko, O., Dmytrovska, V., Pilevych, D., & Lysohor, I. (2023). The Role of Digitalization in Ensuring the Financial and Economic Security of Trading Enterprises Under the Conditions of External Shocks. International Journal of Safety and Security Engineering, 13(5), 821–833. Scopus. https://doi.org/10.18280/ijsse.130506
Dunleavy, V. O., Ahn, R. J., Grace, L. D., & Mayo, D. (2024). Acceptability and Feasibility of “Latinos Unidos”: A Microgame Resource Combatting Health Misinformation for Latinos Living with HIV. Journal of Health Communication, 29(5), 307–318. Scopus. https://doi.org/10.1080/10810730.2024.2339238
Foà, C., Couraceiro, P., & Pinto-Martinho, A. (2024). Decoding algorithmic literacy among journalistsMethodological tool design and validationfor preliminary study in the Portuguese context. Observatorio, 83–106. Scopus. https://doi.org/10.15847/obsOBS18520242433
Frau-Meigs, D. (2024). Algorithm Literacy as a Subset of Media and Information Literacy: Competences and Design Considerations. Digital, 4(2), 512–528. Scopus. https://doi.org/10.3390/digital4020026
Mula-Falcón, J., Cruz-González, C., Domingo Segovia, J., & Lucena Rodríguez, C. (2023). Review of higher education policy during the pandemic: A Spanish perspective. Policy Futures in Education, 21(4), 465–485. Scopus. https://doi.org/10.1177/14782103221134188
Pereira, S., Brandão, D., Neumann, M. M., & Toscano, M. (2024). Children and young people’s views on disinformation: A qualitative study from Portugal. Catalan Journal of Communication and Cultural Studies, 16(2), 177–195. Scopus. https://doi.org/10.1386/cjcs_00108_1
Philip, J. (2021). Viewing Digital Transformation through the Lens of Transformational Leadership. Journal of Organizational Computing and Electronic Commerce, 31(2), 114–129. Scopus. https://doi.org/10.1080/10919392.2021.1911573
Rani, I. H., Kasali, R., Kusumastuti, R. D., & Hati, S. R. H. (2024). Unlocking continuous organizational agility: Proposing a model through the insight from the Indonesian banking context. Cogent Business and Management, 11(1). Scopus. https://doi.org/10.1080/23311975.2024.2331633
Valasek, C. J., Streuli, S. A., Pines, H. A., Mittal, M. L., Strathdee, S. A., Vera, C. F., Harvey-Vera, A., & Bazzi, A. R. (2022). COVID-19 vaccination acceptability and experiences among people who inject drugs in San Diego County. Preventive Medicine Reports, 30. Scopus. https://doi.org/10.1016/j.pmedr.2022.101989
Valverde-Berrocoso, J., González-Fernández, A., & Acevedo-Borrega, J. (2022). Disinformation and multiliteracy: A systematic review of the literature. Comunicar, 30(70), 93–105. Scopus. https://doi.org/10.3916/C70-2022-08
Ventsel, A., Hansson, S., Rickberg, M., & Madisson, M.-L. (2024). Building Resilience Against Hostile Information Influence Activities: How a New Media Literacy Learning Platform Was Developed for the Estonian Defense Forces. Armed Forces and Society, 50(4), 1021–1041. Scopus. https://doi.org/10.1177/0095327X231163265