Category Archives: JPRE Articles

Do Public Relations Graduates Exhibit Work-Ready Intelligence?

Editorial Record: Submitted June 16, 2025. Revised February 7, 2026. Accepted June 2, 2026.

Authors

Pamela Bourland-Davis (in memoriam)
Professor
Georgia Southern University
Georgia, USA

Elizabeth L. Toth
Professor
University of Maryland
Maryland, USA
Email: eltoth@.edu

Charles “Chuck” Lubbers
Professor
University of South Dakota
South Dakota, USA
Email: chuck.lubbers@usd.edu

Hua Jiang
Professor
Syracuse University
New York, USA
Email: hjiang07@syr.edu

ABSTRACT

Stage 1 of Professional Identity provides a basis to explore how college helps prepare students for entering the workforce, especially given the prevalence of Generation Z issues represented in the professional literature in the public relations field. The literature review examines Gen Z along with studies of practitioners and students and their views of their preparation. Using in-depth interviews with practitioners, this study explored qualitatively what public relations practitioners consider “work ready” to mean. The interviewees reflected on elements related to Knowledge, Skills and Abilities, and one example was in the area of writing with some expressing satisfaction and others feeling students still need work. Beyond the KSAs, however, were a number of mentions of a variety of “social intelligence” concepts ranging from being curious to interpersonal abilities. In particular, practitioners wanted to see the new hires ready to participate, ask questions, and be engaged. One other area which practitioners identified was the need for experience – in volunteer work, internships, and generally being engaged in extracurricular organizations. Suggestions focus on the curriculum and classroom – especially in helping develop immersive experiences for the students so that they can demonstrate and have confidence in their “Work Ready Intelligence.”

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Experiential Learning in the Public Relations Classroom: A Student-Run Agency Case Study

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

Authors

Alexander V. Laskin
Professor
Quinnipiac University
Connecticut, USA
Email: alaskin@gmail.com

John Powers
Assistant Professor
Quinnipiac University
Connecticut, USA
Email: John.Powers@quinnipiac.edu

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.

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Creativity in the PR Classroom: Answering CPRE’s Call to Strengthen Students’ Critical Strategic Thinking Skills

Editorial Record: Submitted September 19, 2025. Accepted March 9, 2026.

Authors

Amy McCoy
Assistant Professor
Drake University
Iowa, USA
Email: amy.mccoy@drake.edu

Kelly Bruhn
Professor
Drake University
Iowa, USA
Email: kelly.bruhn@drake.edu

ABSTRACT

The 2023 report of the Commission on Public Relations Education (CPRE) identified key areas of focus for PR educators to enhance students’ learning and preparation for successful public relations careers. Their research found both educators and PR practitioners desired strong problem solving, creative thinking, analytic thinking and strategic planning abilities, but scores were lower when asked if students delivered those in the workplace. This in-class exercise, administered in two upper-level courses, included a pre-test to assess students’ confidence in creativity and collaboration, small-group work to develop measurable objectives and creative activations for a select “Audience” and “Action” (see worksheet in Appendix C). The session ended with a post-test to reassess the same factors listed above, as well as a whole-class discussion about creativity and critical strategic thinking in public relations (see Appendix A for a step-by-step guide and discussion prompts). This exercise reinforced the CPRE recommendations noted above, as well as their call to “Encourage curiosity” and “…Teach students to align…with measurable organizational outcomes and public relations objectives rather than low-level outputs.”

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Integrating Corporate Ethics and Border Privacy Cases into PR Pedagogy

Editorial Record: Submitted November 17, 2024. Revised May 27, 2025. Accepted February 7, 2026.

Author

Sheila B. Lalwani
Doctoral Student
University of Texas at Austin
Texas, USA
Email: sheila.lalwani@utexas.edu

ABSTRACT

This teaching brief outlines the banking data breach scandal as an instance of a border privacy and corporate ethics crisis communication case taught to undergraduates. In this assignment, students analyzed and presented the scandal to hone skills necessary for ethical and practical public relations crisis communication management and leadership. Skills emphasized in this assignment were critical thinking, memo writing, and public speaking. Four parts characterize this teaching note. Part I introduces the course within the university, the learning goals, and the key theories emphasized. Part II outlines assignment details. Part III summarizes student performance. Part IV reflects on this lesson and concludes the brief.

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headshot of Hongmei Shen

A Look into the Public Relations Master’s Education in the United States: 2025 Curricular Recommendations

Editorial Record: Submitted August 7, 2025. Revised and accepted December 4, 2025. 

Authors

headshot of Hongmei Shen

Hongmei Shen
Professor
San Diego State University
California, USA
Email: hshen@sdsu.edu

headshot of Ken Plowman

Kenneth Plowman
Associate Professor
Brigham Young University
Utah, USA
Email: Kenneth_Plowman@byu.edu

Headshot of Melody Fisher

Melody Fisher
Associate Professor
Mississippi State University
Mississippi, USA
Email: mfisher@comm.msstate.edu

ABSTRACT

This article shares insights based on analyses of the 2025 CPRE online survey on master’s education in public relations in the U.S. The study focuses on knowledge areas, skills areas, and courses in disciplines related to public relations, which are identified as necessary curricular components by a national sample of public relations educators (N = 111). The core knowledge areas and skills identified by the findings suggest a graduate curriculum that is strategic, theory-based, and professionally grounded, crucial for graduates to thrive in evolving communication environments. The recommended courses in related disciplines underscore an interdisciplinary focus to enable graduates to think strategically and apply their knowledge effectively in diverse professional settings. 

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Shaping Future Professionals: Industry Perspectives on Graduate Internships

Editorial Record: Submitted August 7, 2025. Revised and accepted November 4, 2025.  

Authors

headshot of Richard Waters

Richard D. Waters
Assistant Professor
Florida State University
Florida, USA
Email: rdw22@fsu.edu

headshot of Elizabeth Ray

Elizabeth C. Ray
Assistant Professor
Florida State University
Florida, USA
Email: eray@fsu.edu

headshot of Eldaneka Rolle



Eldaneka Rolle
Ph.D. Student
Florida State University
Florida, USA

ABSTRACT

For graduate students in public relations, internships are essential in translating theory to practice. Their supervisors often presume they will deliver on day one, due to the depth of knowledge and experience gained as advanced degree seekers. However, there is increasing criticism that colleges may not provide them with enough practical preparation, as many pause that development at the undergraduate level. To explore how graduate programs can better prepare advanced students for industry expectations, semi-structured interviews were conducted with public relations experts. Results indicated that professionals are concerned about graduate students’ writing, interpersonal and networking abilities. Suggestions for curriculum improvements are discussed, along with future directions and limitations.   

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Public Relations Practitioners’ Expectations for Graduate Education

Editorial Record: Submitted May 14, 2025. Revised and accepted November 20, 2025. 

Authors

headshot of Marlene Neill

Marlene S. Neill
Professor
Baylor University
Texas, USA
Email: Marlene_Neill@baylor.edu

headshot of Patrick Merle

Patrick Merle
Professor
Florida State University
Florida, USA
Email: pmerle@fsu.edu

headshot of Anni Qiang

Anni Qiang
Student
Baylor University
Texas, USA

ABSTRACT

Members of the Commission on Public Relations Education (CPRE) surveyed U.S. practitioners to assess needs for graduate education, specifically desired knowledge and skills. This study updates findings from an October 2012 report, particularly how the global pandemic and technology developments in the areas of Artificial Intelligence and video conferencing affect PR practitioners’ perceptions. The new study reveals the most desired areas of knowledge were crisis comunication and issues management, strategic communication in a digital environment, and ethics. The most desired skills included written and oral communication, strategic planning, and interpersonal communication. Results revealed lukewarm perceptions regarding the value of advanced degrees among lower-level and top managers, but some support for professional certifications, particularly in leadership and AI. Implications for graduate education are provided.  

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To Degree or Not Degree: The Unclear Expectations of Public Relations Graduate Education

Editorial Record: Submitted August 7, 2025. Revised and accepted November 4, 2025. 

Authors

headshot of Stephanie Madden

Stephanie Madden
Associate Professor
Pennsylvania State University
Pennsylvania, USA
Email: szm962@psu.edu

headshot of Chelsea Woods

Chelsea Woods
Associate Professor
Virginia Tech University
Virginia, USA
Email: clwoods@vt.edu

headshot of Kathleen Rennie

Kathleen Rennie
Chair and Clinical Assistant Professor
New York University
New York, USA
Email: kathleen.rennie@nyu.edu

headshot of Karla Gower

Karla K. Gower
Behringer Distinguished Professor
University of Alabama
Alabama, USA
Email: gower@apr.ua.edu

ABSTRACT  

Over the last 25 years, scholars have periodically analyzed public relations graduate program websites to understand how these programs present themselves and structure their curricula. This body of research has consistently highlighted a lack of program uniformity across programs, despite recommendations such as those provided by the Commission on Public Relations Education’s (CPRE) 2012 report, Standards for a Master’s Degree in Public Relations: Educating for Complexity, which was its most recently published report focused on graduate public relations education. Building on this research, our study analyzes how public relations graduate programs currently present their curricula on their websites, with a focus on assessing alignment with the 2012 CPRE curricular report and identifying the various required and elective course offerings, as well as cumulative experiences. The findings reiterate the lack of curricular uniformity, suggest that the growing diversity in course offerings and titles may blur expectations for public relations graduate programs, and offer implications for a recommended core curriculum.  

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In the Lineup or on the Bench? Searching for PR in Sports Management Master’s Programs

Editorial Record: Submitted August 7, 2024. Revised and accepted November 28, 2025.  

Authors

headshot of Betsy Emmons

Betsy Emmons
Associate Professor
University of Nebraska, Lincoln 
Nebraska, USA
Email: eemmons3@unl.edu

Elizabeth S. Cox
Assistant Professor
University of Kansas 
Kansas, USA
Email: escox@ku.edu

ABSTRACT

Sport management master’s programs are young and increasingly popular graduate programs at many United States universities. As public relations is a key employment area within sport organizations, this research reviewed whether public relations is taught at sport management master’s programs, and if so, what strategies and tactics were presented. Results indicated that a majority of sport management master’s programs included at least one course with public relations learning outcomes. However, PR management, strategy, and tactic presentation were inconsistent among programs, and some programs reported only an ancillary address of PR. Implications for more consistent and pedagogically-grounded PR learning outcomes are discussed, along with opportunities for curricular development bodies in PR to play more active roles in advising non-PR master’s programs on PR education. 

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Appreciative but Battered: The Bittersweet Experiences of Former Black Public Relations Graduate Students

Editorial Record: Submitted August 8, 2024. Revised and accepted December 10, 2025.  

Authors

headshot of Candice Edrington

Candice L. Edrington
Assistant Professor
University of South Carolina
South Carolina, USA
Email: candicee@mailbox.sc.edu

headshot of Damion Waymer

Damion Waymer
Professor
University of South Carolina
South Carolina, USA
Email: dwaymer@mailbox.sc.edu

headshot of Maryam Goli

Maryam Goli
Ph.D. Student
University of South Carolina
South Carolina, USA
Email: mgoli@email.sc.edu

headshot of LaTonya Taylor

LaTonya Taylor
Ph.D. Candidate
University of Alabama
Alabama, USA
Email: ltaylor12@crimson.ua.edu

ABSTRACT

This study extends the scholarly literature that addresses diversity issues in public relations graduate education by focusing on the lived experiences of former Black graduate public relations students (all of whom were practitioners before full-time or part-time university teaching). By conducting in-depth interviews of nine participants, we assess the experiences they had in their graduate programs as well as how those experiences manifest in the relationships that they have (or had) with their Black graduate students. Results from this study provide practical insights that have the potential to assist public relations graduate programs in the recruiting and retaining of Black graduate students.   

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