Category Archives: JPRE Articles

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. 

JPRE_2026_12(1)_Shen et alDownload

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.   

JPRE_2026_12(1)_Waters et alDownload

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.  

JPRE_2026_12(1)_Neill et alDownload

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.  

JPRE_2026_12(1)_Madden et alDownload

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. 

JPRE_2026_12(1)_Emmons and CoxDownload

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.   

JPRE_2026_12(1)_Edrington et alDownload

GIFT: Graduate Instruction with Purpose: Theory Building and Community Engagement in Quantitative Methods Courses

Editorial Record: Submitted August 5, 2024. Revised and accepted December 4, 2025.

Author

Virginia Harrison

Virginia Harrison
Assistant Professor
Clemson University
South Carolina, USA
Email: vsharri@g.clemson.edu

ABSTRACT

This class-tested GIFT demonstrates the value of service-learning in an academic master’s degree quantitative methods course. Students in small groups developed a theory-driven research project to help a local nonprofit understand donation motivations among the undergraduate student body. The assignment required them to build public relations and communications theory while developing meaningful takeaways for the partner nonprofit. Students reported feeling less intimidated by quantitative methods, learning principles of scholarly research, and feeling good about helping their community. The nonprofit partner also said they valued the data collected by the students for their fundraising planning. The GIFT illustrates how a quantitative research assignment with a real-world application may serve a classroom of communication students who express different goals—either pursuing a Ph.D. or entering the profession—while benefiting town-gown relations. 

JPRE_2026_12(1)_HarrisonDownload

GIFT: Demonstrating Course Competencies and Student Expertise through a Thought Leadership Assignment

Editorial Record: Submitted August 6, 2025. Revised and accepted December 1, 2025.

Author

Laura Willis

Laura Willis
Associate Professor
Quinnipiac University
Connecticut, USA
Email: Laura.Willis@quinnipiac.edu

ABSTRACT

This teaching brief presents an end-of-course essay assignment that tasks graduate students to share their expertise publicly through a thought leadership-style article. Through stepping out of the role of “learner” and into the role of “expert” and publishing their articles on LinkedIn, students face the heightened stakes of sharing their insights beyond the classroom walls. By highlighting key knowledge, skills, and abilities they have gained through their graduate education, students can demonstrate the unique perspective and value they offer future employers while further developing their own professional brand. This assignment was developed for a course focused on accessibility, diversity, and inclusion on social media; however, the thought-leadership style essay can be adapted to fit the learning outcomes of many public relations courses.  

JPRE_2026_12(1)_WillisDownload

A Simulation Exercise on Tackling AI-triggeredCrisis

Editorial Record: Submitted December 18, 2024. Revised July 18, 2025. Accepted
September 22, 2025.

Authors

Ruoyu Sun
Assistant Professor
University of Georgia
Georgia, USA
Email: rsun@uga.edu

Yan Jin
Professor
University of Georgia
Georgia, USA
Email: yanjin@uga.edu

Wenqing Zhao
Ph.D. Candidate
University of Georgia
Georgia, USA
Email: Wenqing.Zhao@uga.edu

ABSTRACT

The rise of Generative Artificial Intelligence (GenAI) introduces new challenges to crisis communication. This teaching brief describes a crisis simulation exercise, conducted separately in two crisis communication classes at a university in the United States, where undergraduate public relations students apply crisis communication theories to address a GenAI misuse scenario based on the artificial intelligence (AI) scandal involving Sports Illustrated. Students assume roles of crisis management team members, board members, or journalists to perform specific tasks throughout the simulation. A mock press conference is integrated into the simulation, enabling students to engage in real-world crisis communication dynamics and practice their crisis communication skills in a realistic, high pressure setting. Afterward, the crisis responses developed in each class are shared for critique, objective feedback, and reflective learning.

JPRE_2025_11(3)_SunEtAlDownload

Using AI Arts-based Audience Personas for Deepening Audience Analysis Incorporating DEI

Editorial Record: Submitted October 18, 2024. Accepted November 19, 2025.

Authors

Denisse Vasquez-Guevara
Assistant Professor
California State Polytechnic University, Pomona
California, USA
Email: denissev@cpp.edu

ABSTRACT

Audience analysis is crucial for planning and developing effective communication strategies. It involves gaining a deeper understanding of audience demographics and psychographic data to create strategies that engage audiences around the specific goals of an organization, brand, or public figure. Through the theoretical lens of audience analysis theories in strategic communication and marketing, diversity, equity, and inclusion (DEI) principles and ethics, and arts-based pedagogical techniques, this teaching brief explores audience personas and the practical application of artificial intelligence (AI) prompt engineering for image generation. Through this assignment, students enhanced their understanding of audience analysis and segmentation while practicing the ethical use of AI guided by DEI guidelines. Specifically, students learned how to represent audience diversity in research data collection equally, audience segmentation profile descriptions that reflect respectful and realistic representations of gender identities and race, detailing the visual and textual descriptions of their needs, interests, and culture. This class assignment could be useful for undergraduate courses such as public speaking, public relations, strategic communication, communication research, public relations campaigns, and social media marketing.

JPRE_2025_11(3)_Vasquez-GuevaraDownload