Editorial Record: Submitted September 19, 2025. Revised February 1, 2026. Accepted February 27, 2026.

Authors

ABSTRACT

Experiential learning is widely recognized as a high-impact educational practice, and student-run agencies offer a unique opportunity to replicate professional environments within academic programs. This study examines a credit-bearing, student-run public relations firm to understand how such experiences foster applied learning, professional skill development, and identity formation. Using a qualitative single-case study design, the research analyzed multiple data sources: open-ended student evaluations across several semesters, client and professional feedback, and instructor reflections. Reflexive thematic analysis was employed to identify patterns of meaning in student responses, supported by triangulation with professional and instructor perspectives. Findings underscore the value of structured, classroom-based experiential learning for preparing students for professional practice. Recommendations include scaffolding onboarding, clarifying roles, and fostering agency culture—insights applicable across disciplines seeking to integrate authentic, high-impact learning experiences.