Public Relations Education Research Articles

Preparing Public Relations’ Practitioners for the AI Era: Advancing Pedagogical Principles in Public Relations’ Artificial Intelligence Education

At the forefront of industries profoundly influenced by artificial intelligence (AI), public relations (PRs) are undergoing a transformative revolution. The increasing applications of AI in PRs are driving a demand for proficient practitioners. Recognizing this, PR educational institutions must adapt by delivering tailored AI education. Despite the growing importance of AI, a literature review reveals a lack of a well-designed AI curriculum in PRs. This essay draws insights from recent research on AI value alignment, dialogic communication, and PR ethics, articulating three foundational principles for AI education in PR: authentic dialogue, client value centricity, and legal and ethical considerations. Aligned with these principles, the essay outlines four essential knowledge areas for PR AI education: programming and coding proficiency, AI fundamentals, the retrieval-augmented generation (RAG) system, and the LangChain framework for information security, as well as AI deployment and model optimization. An illustrative syllabus is presented to solidify these concepts. The essay further explores potential future directions and implications of integrating AI into PR education.

2024 practice analysis: a comparison of expectations vs actual performance of essential competencies in public relations

PurposeWe conducted the Universal Accreditation Board (UAB) practice analysis to examine perceptions of US public relations practitioners and educators regarding the essential competencies for entry-level and mid-career professionals. This is a trend analysis survey that is conducted every five years to assess changes in required competencies.Design/methodology/approachThe survey was distributed via email to organizations affiliated with the UAB. Two variations of the survey were available to differentiate between practitioners and educators. The study was conducted from February through March of 2024.FindingsWe found practitioners’ expectations for others exceeded their own actual performance levels. This may be attributed to social comparison bias. We have provided recommendations for updating the Accreditation in Public Relations (APR) and certificate exams based on our findings. For example, we recommend senior professionals adopt a nurturing leadership style when mentoring young professionals. The study also revealed that educators overestimated generative artificial intelligence (AI) use in the workplace, as practitioners exhibited a slower rate of adoption of AI. The literature and theories that guided the paper were AI use, the history of accreditation in public relations and the diffusion of innovation theory.Originality/valueThis research paper provides insights related to the diffusion of AI competencies in the workplace. Additionally, this research adds to public relations literature by revealing the gap in expectations of senior professionals for beginning and mid-career professionals and their own job performance.

Empowering public relations for sustainability: examining the landscape in Turkey

PurposeThis paper examines the engagement of public relations (PR) in advancing sustainability within Turkey, exploring both current contributions and future potential. It analyzes how PR professionals and scholars conceptualize sustainability, revealing divergent perspectives within the industry. The study delves into the perceived roles and responsibilities of PR professionals in driving sustainable initiatives, highlighting the key challenges hindering their impact. Ultimately, the research identifies essential knowledge and skills needed to empower Turkish PR to effectively contribute to a more sustainable future.Design/methodology/approachThis study employs a qualitative research approach using semi-structured in-depth interviews with two distinct groups: experienced PR professionals holding director positions in agencies and corporate communication departments, and PR professors with at least five years of teaching experience in Turkey.FindingsThe findings reveal a dynamic, yet complex, landscape of sustainability within the Turkish PR industry. While PR professionals are actively integrating sustainability into strategic initiatives and emphasizing measurable impact, they face barriers to full integration, and their conceptualization of sustainability often differs from that of PR scholars. The findings point to a critical need for targeted education and professional development to better equip Turkish PR practitioners to drive sustainable development.Originality/valueMethodologically, the incorporation of representative groups, consisting of senior communication professionals and professors, offers valuable insights that can inform improvements in PR practices, enhance PR education, and advance the understanding of sustainability within the field of communication within the specific context of Turkey.

Forms and strategies of personal influence in “public” relations practices: evidence from Italy

PurposePersonal influence is one of the most powerful strategies to influence publics’ behaviours. Yet, there is scant attention on how personal influence is leveraged for different public relations purposes in different cultural contexts. This study empirically investigates the presence and use of personal influence among Italian public relations professionals.Design/methodology/approachA survey was conducted through a self-administrated, web-based questionnaire and was developed from earlier studies investigating personal influence in public relations literature. Survey participants included public relations professionals across public, non-profit and private sectors.FindingsThe findings empirically show the presence and regular use of personal influence by professionals from all sectors to cultivate interpersonal relationships. Personal influence is considered a personal resource and used to leverage own influencing power. The findings also document four major manifestations of personal influence, which were named: relational closeness strategy, engagement strategy, expertise strategy and added value strategy.Practical implicationsThis study enhances our understanding of personal influence in a specific cultural context and offers strategic insights for international professionals seeking to leverage influence in the socio-political environment of Italy. It also offers elements to improve public relations education and training.Originality/valueThe study offers some preliminary understandings of how Italian professionals leverage their personal influence in their daily public relations activities contributing with empirical evidence to the body of knowledge in public relations.

Stress Factors and Ways of Coping for Public Relations Professionals in Romania

The purpose of this paper is to investigate stress-related experiences and coping solutions for public relations (PR) professionals, as relevant dimensions related to their well-being, creativity, and outcomes. The framework of the study is linked to the state of the PR profession, its role, and potential developments. It is based on qualitative research, using in-depth semi-structured interviews with seventeen senior professionals in PR from companies in Romania. The thematic analysis revealed, from a top-level professionals’ perspective, that Romanian PR activity is still a very fluid one and its role and value are not yet clearly integrated. This generates important levels of negative stress for PR professionals. Besides that, positive stress is associated to PR activity for enthusiastic PR professionals. The findings underline a series of seven stress factors and three categories of solutions for coping, involving the professionals but also academia, professional bodies, and, eventually, organizations. The authors of this study emphasize the importance of supporting the development of the profession as a premise for more positive working experiences of PR professionals. This can be achieved by precisely using PR tools, to establish a set of clear standards and increase PR literacy for non-PR people, both for the benefit of PR professionals and those who pay for their services. The lack of a coherent framework on the role of PR brings many challenges to the activity of PR professionals. The negative stress they perceive in daily activity is partially an extension of the fragmented and incomplete development of the PR profession, and the multivariate and disconnected pace regarding advances in theory and practice in the field. These must be considered and addressed equally within PR research, training and education, practice, and PR-dedicated associations.

Undergraduate public relations education in the United Kingdom: Quo Vadis?

In the current context of the undergraduate PR academic education in the United Kingdom degrees being shut down or merged with other communication disciplines, the present essay represents a timely reflection on the results and internal incoherence of PR education provision in the United Kingdom. Starting from the key idea that public relations is a mature occupation and academic social discipline, we developed a thorough analysis of PR fields, where we analysed the intra- and inter-dynamics between these various types of fields, aiming at identifying the main issues that impact the teaching of PR and its academic expressions. Drawn from the field analysis, we then focused on two key trends which currently shape the undergraduate PR education in the UK to recommend changes to the process of curriculum development that reconstructs the social value of Public Relations.

A Delphi study on the state and future of hispanic public relations in the United States

The Hispanic or Latina/o community is an important and growing part of the economy, culture, and politics of the United States. As such, public relations professionals need to be knowledgeable about and responsive to the needs of Hispanic or Latina/o publics. Despite a growing emphasis on diversity and inclusion in the field of public relations, research on Hispanic public relations (HPR) remains largely unexplored. To address this gap, the present study conducted a Delphi panel with 17 experts in HPR in the U.S. The panel used a multi-iteration and consensus-building approach to evaluate different aspects of HPR, including the state of the profession, the competencies required to practice HPR effectively, the value of incorporating HPR courses into academic curricula, and strategies for recruiting and retaining HPR students. The findings of this study provide valuable insights for public relations scholars, educators, and industry leaders. By examining the current state of HPR and identifying key issues and challenges, this study contributes to a better understanding of the profession and its potential for growth and development. By highlighting the importance of HPR education and training, this study also offers practical guidance for those interested in advancing the field of HPR.

Sport Social Hub: Using the power of collaboration to develop hands-on social media competencies

This paper introduces Sport Social Hub, a collaborative, multi-institutional social media exchange inspired by the Commission on Public Relations Education's (CPRE) emphasis on key knowledge, skills, and abilities (KSAs) in public relations education. Sport Social Hub engaged students from four universities in topical, sports-themed assignments. These assignments involved creating memes, analyzing historical and contemporary sports photographs, profiling industry professionals with infographics, and developing engagement contests. The paper outlines how Sport Social Hub addresses CPRE's recommended KSAs within social media, collaboration, and creative thinking. Utilizing social media platforms as pedagogical tools, Sport Social Hub aimed to enhance students' social media competencies, promote collaboration across institutions, and develop relationships in a virtual environment. The paper provides an overview of the assignments, each assignment’s objectives, and the connection to CPRE's Fast Forward report. Assessment and feedback mechanisms are explored, highlighting the positive impact on students' social media competencies, networking with industry professionals, and the sense of community fostered through online engagement. While acknowledging the limitations and challenges, the authors propose Sport Social Hub as a model for educators seeking to integrate collaborative, hands-on, and crowdsourced approaches in their pedagogy to prepare students for the evolving landscape of communication careers.

The Relationship of PR Program Learning Outcomes and Labor Market Requirements in the UAE

Recently, technology has made public relations overlap with other fields. In the UAE labor market, the demand for technology has increased and government entities have moved to remote work. This study, therefore, examines the extent to which university public relations (PR) education outcomes meet the needs of the UAE labor market. It also investigates the extent to which UAE universities provide academic programs in PR that keep pace with the evolution of new media technologies. The study draws on systems theory because local universities, international universities, and the labor market form an interconnected system, and none of these components can work alone. Using the qualitative method, which relies primarily on benchmarks, UAE government entities can better understand whether PR graduates are receiving a tailored education and are well qualified to handle ever-changing tasks. The result shows that UAE universities are providing students in PR programs with the latest information and essential tools they need to enter the UAE labor market and keep pace with new technology. However, local universities need to improve students' technological skills, as there is a big difference compared to what international universities offer their students.

Public Relations History in Public Relations Education in Türkiye: Meeting the Past in the Present

In this study, the status of the courses of history of public relations in public relations education at undergraduate (B.A.) and graduate (M.A./M.Sc. and PhD) levels in Türkiye, the position and scope of these courses in the curricula, and the way in which these courses are structured are examined within the framework of a two-phase quantitative and qualitative research design. In the quantitative research, which constitutes the first stage, the courses of history of public relations offered in undergraduate and graduate public relations programs in Türkiye were identified, and the structures of the courses were examined through content analysis. In the qualitative research, which constitutes the second stage, based on the data obtained in the first stage, structured written interviews were held with the academics instructing the courses. In this regard, evaluations and suggestions were presented from a holistic perspective for different levels of the related courses. The study revealed that these courses are very limited in public relations education curricula. The opinions and suggestions of the academics leading the courses shed light on how to ensure interest in and support for the related courses.

Where is Metaverse in Public Relations Education? An Analysis of Public Relations Departments in Türkiye

Günümüz teknolojileri insanlığa kurgusal evrenler sunarak yeni iletişim ortamları yaratmaktadır. Yeni bir iletişim ortamı olan ve dijital tabanlı tüm platformların birleştiği bu kurgusal evren ‘‘Metaverse’’ olarak ifade edilmektedir. İletişim biliminin dallarından olan halkla ilişkiler ve tanıtım ve halkla ilişkiler ve reklamcılık bölümlerinin lisans programlarında yaşamın çeşitli alanlarına sirayet etmeye, sosyal ve kamusal alanların yanında kurumsal alanları da etkisi altına almaya başlamış olan Metaverse kavramına verilen önemi ve iletişim bağlamında Metaverse kavramının yeni bir iletişim ortamı olarak lisans programlarına dahil edilme durumlarını ortaya çıkarmak bu araştırmanın temel amacıdır. Araştırma amacı kapsamında Türkiye'de yer alan halkla ilişkiler tanıtım ve halkla ilişkiler reklamcılık lisans programlarının dersleri ve ders içerikleri içerik analizi yöntemiyle analiz edilmiştir. Türkiye’de halkla ilişkiler ve tanıtım, halkla ilişkiler ve reklamcılık olmak üzerine vakıf ve devlet üniversitelerinde 71 eğitim programı bulunmaktadır. Metaverse, sanal gerçeklik ve arttırılmış gerçeklik kavramları üzerinden yapılan incelemeler sonucunda vakıf üniversitelerinin devlet üniversitelerine oranla bu konulara yönelik eğitimin verilmesine daha fazla önem verdiği ve ders ya da çeşitli derslerin içeriklerinde değinildiği saptanmıştır. Fakat araştırma kapsamında incelenen 71 bölümün derslerinin analizi sonucu ulaşılan veriler doğrultusunda yalnızca 13 üniversitenin Metaverse (veya Sanal Gerçeklik) kavramına yönelik ders ve veya ders içeriği oluşturduğu belirlenmiştir.

Curriculum Changes in Terms of Accreditation: An Example of Public Relations Education

Müfredat yükseköğretimde eğitim programının temel taşıdır ve öğrencilerin bilgi, beceri ve değerlerini şekillendirmede kritik bir rol oynamaktadır. Müfredat, yükseköğrenimdeki eğitim hedeflerini belirlemenin bir yolu, öğrencilerin belli bir dönem boyunca nasıl gelişmelerini sağlayacaklarına dair bir çerçeve sunmaktadır. Derslerin sıralaması, içeriği, sınavlar, ödevler ve performans ölçütleri, öğrencilerin ne kadar bilgi ve beceri kazandıklarını değerlendirmek müfredatla bağlantılıdır. Müfredatın etkin bir şekilde tasarlanması ve güncel tutulması, yükseköğretim kurumlarının başarısını ve mezunlarının niteliklerini etkilemektedir. Akreditasyon, bir üniversite bölümünün veya programının kalitesini ve uygunluğunu değerlendiren ve onaylayan bir dış denetim sürecini ifade etmektedir. Dolayısıyla yükseköğretim kurumları açısından akreditasyon kurumların sunduğu eğitimin kalite standartlarının yükseltilmesi bakımından büyük önem taşımaktadır. Akreditasyon uygulamalarının en çok üzerinde durduğu konuların başında müfredat gelmekte olup müfredatın paydaş istek ve beklentileri doğrultusunda güncellenmesi yoluna gidilmektedir. Buradan hareketle bu çalışma akredite olan halkla ilişkiler bölümlerini konu almakta ve bölümlerin müfredatlarının akreditasyon dolayısıyla ne ölçüde değişime uğradığını tespit etmektir. Araştırma, Türkiye’deki tüm halkla ilişkiler bölümlerinin müfredatlarının içerik analizi ile incelenmesi yöntemine dayanmaktadır. Akredite olan ve olmayan bölümler arasında karşılaştırmalı bir çalışma gerçekleştirilmiş olup değişimin ne ölçüde ve ne yönde olduğu anlaşılmaya çalışılmıştır.

Recognising a signature pedagogy for public relations teaching and learning in the last twenty years

PurposeThis study attempts to identify the drivers for change in Public Relations education and what assumptions are made about professional practice. The authors suggest signature pedagogy has the potential to deepen our understanding of the teaching and learning of Public Relations and what this means as the Public Relations curriculum adapts. The paper has theoretical and practical value. It forefronts the concept of signature pedagogy as a fresh way to look at Public Relations teaching and learning that can be developed.Design/methodology/approachThis paper aims to explore the historical and contemporary context of teaching Public Relations within a university setting, how it has evolved and the assumptions that underpin it both nationally and internationally. Using a mixed methods approach, the paper investigates how the curriculum has changed since 2000, how it interacts with industry and how it reflects educational historical and contemporary frameworks. It also explores the assumptions on which Public Relations education was and is based and whether signature pedagogy is evidenced.FindingsThis study concludes that, from a signature pedagogy perspective, many current Public Relations curricula emphasise surface structures of learning. Deep structures, focusing on critical engagement and conceptual approaches to problem solving, are more variable, disconnected and contested. The data indicate the existence of an Anglo-American, skills-based approach to Public Relations knowledge, alongside international nuances around multi-culturalism. From a practical viewpoint, the paper contributes to how Public Relations programmes can be designed, taught and adapted in the future.Originality/valueThe paper evidences fully unique, primary research.

Public relations education, 1950s–1990s: the IPRA perspective

PurposeThe aim of this article is the exploration of historical themes that formed education and training in public relations and corporate communication. Its timeline is from the early 1950s to the mid-1990s when university-level education became widespread. It also acknowledges recent initiatives to propose a Global Capability Framework for the field.Design/methodology/approachArchival material, primarily from the International Public Relations Association, was reviewed in order to understand the historic influences that have shaped public relations and corporate communication education in the, mainly, English-speaking world. This was compared with other sources such as journal, articles and other archives in the Germany, Spain, the United States, and the United Kingdom.FindingsThree findings are offered from the archival research and analysis conducted for the article: (1) There was extensive debate over the structure of education between a skills-based approach that was taught as a minor or major stream in an undergraduate degree or graduate level study (Master's) in public relations theory and practice; (2) there was continuing tension between practitioner organizations and academics over the design, content and validation of educational programmes; and (3) there was little interest in the international harmonization of public relations education and training, despite extensive discussion.Originality/valueNo previous historical research has taken such a broad and international view of the development of education and training in public relations and corporate communication. The article also uses archival material that has become available in the past decade.

The State of Ethics Competencies, Training and Moral Efficacy in Public Relations

ABSTRACT The Commission on Public Relations Education (CPRE) found that early-career professionals are not meeting their supervisors’ expectations in ethics knowledge. The purpose of this study was to identify what ethics competencies public relations practitioners perceive are essential and how they evaluate themselves and their colleagues regarding mastery of these competencies. The study surveyed 314 U.S. public relations and communication practitioners and revealed they perceive the most important ethics competencies to be integrity, leadership and critical thinking. Other valued competencies included a personal code of ethics or values system and ability to identify ethical issues. Early-career professionals were overconfident regarding their mastery of these skills and abilities, while mid-career and senior professionals were modest in their self-assessments. Practitioners who have obtained accreditation/certifications had more confidence in their preparedness to provide ethics counsel and engaged in ethics counseling more frequently. Recommendations for enhancing personal ethics competencies are provided.

Graduate income and profession linkage: Tracer study of public relations graduates

Background: Higher educational institutions must prepare graduates for careers by monitoring their performance. They must also evaluate academic relevancy to practical needs. The PR program at Universitas Padjadjaran strives to deliver the best education and monitor graduates’ performance. Purpose: This paper aims to study how graduates’ first income is associated with GPA, study duration, and job wait time. This study also linked public relations education with graduates’ current position in their work based on their self-assessment. Methods: Using tracer study data from the Career and Development Centre of Universitas Padjadjaran, exploratory data analysis was done to examine the characteristics of graduates based on the observed variables. The bivariate analysis investigated the association between income, GPA, study duration, and job wait time. Conclusion: Findings of this study show no statistical evidence of the relationship between first salary, GPA, and duration of the study. Exploratory data analysis shows that PR program graduates perform well when comparing the average income of undergraduates on a national level. Graduates’ self-assessment of study relevancy indicated that most graduates possess the relevant educational background and appropriate level of education for their current occupational position. As the statistical testing for this study was conducted post hoc, careful considerations need to be taken when taking the results at face value, considering potential flaws in the sampling frame and the power of the tests. Implications: The findings in this study would serve as a platform for future references on graduates or tracer study, more specifically public relations graduates, as it provides a starting point for measuring graduates’ performances. As the database provides more data with more graduates in future years, an updated finding of this particular study would be very important to measure how well graduates fare post-graduation.

Public relations education and cultural sensitivity in the digital epoch: A case of the National University of Science and Technology’s Journalism and Media Studies Department

Public relations education and cultural sensitivity in the digital epoch: A case of the National University of Science and Technology’s Journalism and Media Studies Department

PUBLIC RELATIONS EDUCATION

In this article the question is posed to what extent the prescriptive model for public relations education formulated by the International Public Relations Association (IPRA) can be accepted as a role model for South Africa. This model, known as The Wheel of Education, was proposed by IPRA to suggest generally accepted educational standards. The model takes the form of a recommended curriculum accompanied by a set of general re~ommendations pertaining to education and research. In this article, an attempt is made to test the validity of this model by reviewing it in terms of both international and South African literature. It is suggested that the model has international validity but lacks sufficient emphasis on international public relations. It is also suggested that the model cannot be applied strictly as a blueprint for public relations education in South Africa, but needs to be adapted to the development needs of this country.

Generic model for vocationally oriented public relations education in globalised contexts

This article reports on a prescriptive generic Globalisation Model that was developed forvocationally oriented public relations education in globalised contexts. The model isbased on a literature study that pointed out that the public relations profession is bothaffected by the forces of globalisation, and it has the potential to play a role in themanagement of globalisation towards a constructive outcome. The model consists ofa recommended curriculum and recommendations pertaining to the functioning of publicrelations education departments in the context of globalisation. It is accompanied byan annexure indicating how the generic Globalisation Model should be adapted forapplication in South Africa.

Purpose and practice

Business thinking, engagement with stakeholders, and the practice of public relations haveall been confronted with major paradigmatic shifts – especially as these are contextualized byenvironments that are increasingly pluralistic. This has contributed to an important question intowhat the education of future public relations practitioners (PRPs) should be so that they canpurposefully and successfully navigate and negotiate the challenges of decision-making – thatare ethical and moral in nature – in the context of complex, and diverse practice. In light ofthis, public relations curriculum developers and educators are challenged to address issues ofpurpose, values-based practice and education in order to prepare future PRPs for the ethical andmoral challenges that they will encounter. In the South African context this is further complicatedby the recent calls for decolonisation of South African public relations curricula. This conceptualand exploratory paper addresses the issue of practice in an age of purpose, the changing roles ofpublic relations practitioners, and the contribution values-based education can make in addressingdemands for revised, and decolonised PR curricula.